Integrating Latino Immigrant Parents' Funds of Knowledge in an Engineering Education Curriculum

• In Event: 32.083 - Roundtable Session 12
  In Roundtable Session: 32.083-4 - Curriculum and Pedagogy in Support of STEM Engagement Among Groups of Students That Have Been Historically Marginalized

Abstract

Historically, educators and schools have grappled to teach language and content simultaneously to the growing bilingual English learner (EL) population. One way to engage El students with science, technology, engineering, and math (STEM) may be to tackle the discontinuity between community-based learning experiences and school. We designed the present qualitative inquiry to draw on Latin@ immigrant parents’ funds of knowledge regarding the role of engineering concepts in the world around them to support and build on their children’s STEM development. Findings contribute to our shared understanding of how engineering education may both capitalize on bilinguals’ problem solving advantage and address their need to actively engage with oral, academic discourse to improve achievement.

Authors

• Rebecca M. Callahan, The University of Texas - Austin

• Desiree M. Pallais-Downing, The University of Texas - Austin

• Mayte De Paz, The University of Texas - Austin