Utilizing Culturally and Historically Responsive Teaching and Learning Towards Humanizing Science Instruction

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Teaching Beyond the Formula: Culturally Responsive Approaches to STEM and Student Success

Abstract

This presentation explores how current K–12 science education reforms fall short in addressing racial inequities and centering race and racism. While the Framework for K–12 Science Education promotes "Science and Engineering for All," it largely overlooks race and racism as critical contributors to educational disparities—placing the burden of achievement gaps on Black students rather than the system. This presentation advocates for using Gholdy Muhammad’s Culturally and Historically Responsive Teaching and Learning (HILL) framework to guide science instruction. By highlighting narratives and lesson plans from two early-career science teachers who utilized the HILL framework, this presentation illustrates how focusing on identity and criticality in teaching can strengthen human connections and improve science learning outcomes.

Author

• Vanessa Nizeyimana Louis, University of Michigan