A Heuristic Model for the Preparation of Culturally Sustaining Teachers of Science, Technology, Engineering, and Mathematics

• In Event: STEM Education and Culturally Sustaining Pedagogy: Envisioning New Horizons in Teacher Preparation for Student Liberation

Abstract

Objectives or Purposes
We present a heuristic model resulting from our work in an intensive, 1-year, residency-based teacher preparation program with the mission of developing culturally sustaining STEM educators. The main purpose of this presentation is to share our model and provide practical examples of our work.

Theoretical Framework
Asset-based pedagogies are the foundation of all aspects of our preparation program. These frameworks are
(1) Funds of Knowledge (Moll et al., 1992);
(2) the culturally Relevant Pedagogy (CRP) (Ladson-Billings, 1995, 2021) and Culturally Responsive Teaching (CRT) (Gay, 2018);
(3) Culturally Sustaining Pedagogy (Paris, 2012);
(4) Rightful Presence (Calabrese-Barton & Tan, 2020),
(5) Understanding by Design Framework (Wiggins & McTighe, 2011); and
(6) Reflection on-action and in-action (Milner, 2003).
We see them as highly integrated, with each bringing a specific element that is essential if our candidates are to develop a comprehensive understanding of what it means to be culturally sustaining (see Figure 1).

Methods, Techniques, or Modes of Inquiry
The model was developed in collaboration with and feedback from many stakeholders including: candidates in the program, alumni, local educators, school administrators, secondary students, and education scholars. The development of the heuristic model was and continues to be refined as elements are implemented based on feedback from graduates, mentors, and school administrators.

Evidence
Our program has a long track record of persistence with 80% of our graduates remaining in the classroom for 5 years, roughly double the national average. Additionally, 75% of the alumni remained in the classroom for 10 years with 19% of respondents stating they had moved into other education-related positions. Many of our program alumni have been hired by our high-need partner schools and now serve as mentor teachers for our program. Many of our graduates have also been recognized with awards for their distinctive work.

Points of View
We have learned that developing culturally sustaining STEM educators requires an integrated reflective framework that is based on theory and practice that serves as a guide for establishing strong habits of critical reflection and is situated in community. This heuristic model is presented as a continuously evolving framework that serves to concretize essential components of this work.

Scientific or Scholarly Significance
Chang and Viesca (2022) noted that research about novice teachers typically focuses on those teachers’ deficiencies in fully implementing culturally sustaining classroom practices in their initial years of teaching, with limited consideration of the systematic barriers that confront their development. If we do not provide concrete ways for novice teachers to engage in discussions, reflective practices, and habits for iterative improvement, we risk developing prospective teachers who—perhaps inadvertently—perpetuate or reproduce historical inequities and injustices. Despite mounting research on STEM best practices and approaches to asset-based pedagogy, much work remains before the promise of culturally sustaining STEM teaching for teachers in urban contexts is achieved (Howard & Milner, 2021). This heuristic model provides an integrated contribution to the literature in culturally sustaining teacher preparation.

Authors

• Diane H. Silva Pimentel, Brown University

• Indira Gil, Brown University