| Title: | Culturally Responsive and Sustaining STEM Curriculum as a Problem-Based Science Approach to Supporting Student Achievement for Black and Latinx Students |
| Authors: | Thevenot, Yvonne |
| Issue Date: | 1-May-2022 |
| Publisher: | New York University |
| Abstract: | This article explores the tenets of culturally responsive STEM curriculum, providing an innovative look into STEM teaching and learning, which illuminates student agency, prior knowledge, and positive connections with their teachers. It seeks to answer the question, what happens when students experience informal STEM learning spaces as positive ones that enable them to develop a sense of agency, voice, and academic achievement. |
| URI: | http://hdl.handle.net/2451/75937 |
| ISSN: | 1553-541X |
| DOI: | https://doi.org/10.33682/bhr8-6z56 |
| Rights: | Written submissions to VUE are licensed under a Creative Commons Attribution 4.0 International License. Permission for use should be obtained from the authors who hold the copyright. Student artwork is not under an open license unless otherwise specified and remains the copyright of the creator. |
| Appears in Collections: | VUE, Volume 50, Issue 1 |
Files in This Item:
| File | Size | Format | |
|---|---|---|---|
| vue-50-1-7.pdf | 1.62 MB | Adobe PDF | View/Open |
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