Algebra Teaching That Breaks Racial and Gender Barriers: Cultural Competence, Self-Efficacy, and Culturally Relevant Neuroeducation (Stage 1, 8:53 AM)

• In Event: e-Lightning Ed-Talk Session 10 - Stage 1

Abstract

Women and people with minoritized identities are drastically underrepresented in STEAM careers, because they are often socialized to believe that they would be better suited for other careers (National Academies of Sciences, Engineering, and Medicine, 2020). The combination of variable teacher self-efficacy and teachers’ cultural competence within STEAM discipline lessons can be either uplifting or debilitating for girls and students with minoritized identities. We explored the perceptions and interpretations of a highly successful mathematics teacher as she reflected on her practices from an earlier professional learning study. We found evidence of high self-efficacy, cultural competence, and specific practices that exemplify the integration of culturally relevant pedagogy and neuroeducation instructional practices.

Authors

• Ranjini Mahinda JohnBull, Johns Hopkins University

• Yasemin Gunpinar, University of Texas - Tyler

• Stephen J. Pape, Johns Hopkins University