Engaging Latino/a/x Students in STEM: Implementing the Design Squad Latinx Curriculum Through the Lens of Funds of Knowledge

• In Event: Equity, Identity, and Inclusivity in STEM and Engineering Education: Exploring Cultural Practices, Team Dynamics, and Systemic Barriers

Abstract

This qualitative study explored the implementation of an engineering design curriculum in middle school, particularly focusing on how students drew from their linguistic practices and funds of knowledge (FoK) to engage in engineering activities. The curriculum was implemented at two bilingual middle schools in the U.S. Southwest and one monolingual middle school in the U.S. Northeast. Data was collected through classroom observations and focus groups with students. Findings indicate that students were highly engaged and effectively drew from cultural and linguistic practices for sense- and meaning-making during the engineering activities. The study demonstrates the potential of leveraging students' FoK to make STEM education more relevant and effective, providing valuable insights for future curriculum development and implementation.

Authors

• Joel Alejandro Mejia, University of Cincinnati

• Michelle Torres Garza, University of Texas - San Antonio

• Joshua Littenberg-Tobias, GBH

• G.R. Marvez, Tufts University