Teaching Through A Cultural Lens: A practitioner's Self-Study In The Science Classroom

• In Event: AERA Research in Progress Roundtable Session Two
  In Invited Roundtable: Research-in-Progress RT039 (Thursday)

Abstract

This self-study examines the impact of culturally relevant science teaching on engagement and STEM pathway enrollment among Latino and African American eighth graders in Southern California. Grounded in culturally relevant pedagogy, which emphasizes academic success, cultural competence, and sociopolitical consciousness, the study documents one semester of integrated science taught by the researcher. Data sources include lesson plans, student work, surveys, a focus group, reflective journals, and a critical friend portfolio. Preliminary findings show that diverse scientist profiles help disrupt stereotypes, while interest-based projects increase participation, collaboration, and student agency. The study presents a practitioner-tested model for co-constructing culturally relevant science curricula. Next steps include comparative survey analysis.

Author

• Michelle R. Estrada-Quezada