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Session Type: Paper Session
This session explores informal learning with families, emphasizing the importance of cultural, social, and emotional factors in fostering meaningful engagement. The studies collectively highlight the role of caregivers in shaping empathy, science learning, and revealing barriers to STEM participation. Findings highlight how family interactions, reminiscing about zoo visits, sharing stories in STEM settings, and practicing social justice through community libraries, enhance intergenerational learning, create access, and repair historical harms. The papers emphasize the importance of cultural capital, trauma-informed practices, and tailored approaches to meet the unique needs of diverse families, including underserved and immigrant communities. Together, these studies show how informal learning spaces can be more inclusive and impactful through family-centered and community-driven approaches.
Community-Centered Knowledge Mobilization: Collaborative Program Adaptation With Families From the Greater Middle East - Scott Pattison, TERC; Mouna Jbali, The Immigrant and Refugee Community Organization; Andrea Preisz, IRCO Greater Middle East Center; Smirla Ramos Montañez, TERC; Julie Julie Allen, Mt. Hood Community College; Annie Douglass, Oregon Museum of Science and Industry; Gina Navoa Svarovsky, University of Notre Dame; Viviana López Burgos, TERC
Early Childhood Zoo Learning: Empathy and Reminiscing - Emily Holm Tobin, University of Washington
“Empowering Parents Empowers Children”: A Social Justice Approach to Serving Families With Young Children in Public Libraries - Kathleen Campana, Louisiana State University; J. Elizabeth Mills, University of Washington; Jacqueline Renee Kociubuk, University of Rhode Island; Michelle Holley Martin, University of Washington
Lo Mejor Esta Por Venir: Reimagining Family STEM Nights con Platicas - Gerardo Sanchez Gutierrez, University of Texas at Austin; Carlos Nicolas Gómez Marchant, University of Texas at Austin; Alexandra Aguilar, University of Texas at Austin; Amy Rae Johnson, University of Texas at Austin