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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 M. Kuneyl, University of Illinois at Urbana-Champaign; 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; Tai Tri Do, University of Minnesota; Crystal Lee-Thao, University of Minnesota; Keisha Varma, University of Minnesota; Megan Earnest, University of Minnesota
Leveraging Students' Funds of Knowledge in Chemical Engineering Design Challenges Supports Persistence Intentions - Yan Chen, University of Nevada - Las Vegas; S. Pil Kang, University of New Mexico; Jordan O. James, 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 (Education Longitudinal Study: 2002 Restricted Access Database) - Olukayode Banmeke, Coastline ROP