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Improving Minority Students' STEM Learning Through Funds of Knowledge and Culturally Responsive Practices
Mon, April 25, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Manchester Grand Hyatt, Floor: 3rd Level, Seaport Tower, Golden Hill BSession Type: Paper Session
Sub Unit
Chair
Papers
Exploring the Experiences of Students of Colors in STEM Amid COVID-19: A Phenomenological Study - Tonisha B. Lane, Virginia Tech; Hannah Kuneyl; Kendall Pete, Virginia Tech; Brandy Hayden; Ian Shoemaker
Improving Underrepresented Minority STEM Students' Success Through Well-Established Culturally Responsive Programming - Yue Zhang, University of Minnesota - Twin Cities; Tai Tri Do, University of Minnesota - Twin Cities; Crystal Lee-Thao, University of Minnesota - Twin Cities; Keisha Varma, University of Minnesota; Megan Earnest, University of Minnesota - Twin Cities
Leveraging Students' Funds of Knowledge in Chemical Engineering Design Challenges Supports Persistence Intentions - Yan Chen, University of New Mexico; S. Pil Kang, University of New Mexico; Jordan Orion James, The University of New Mexico; Eva Chi; Jamie Gomez, University of New Mexico; Sang M Han; Abhaya Datye; Vanessa Svihla, University of New Mexico
An Examination of Physics Teachers Use of Empathy Using Culturally Relevant Pedagogy - Clausell Mathis, Michigan State University; Sherry A. Southerland, Florida State University
Exploring Predictors of Black Secondary School Students' Persistence in STEM (ELS: 2002 Restricted Access Database) - Olukayode Banmeke, Notre Dame of Maryland University