Graduate Thesis Or Dissertation
 

Transforming STEM Education and Empowering STEM Educators Through Collaborative Learning: Co-creating Critical Identities through Social Justice and Culturally Sustaining Pedagogies

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/p2677379d

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  • Despite ongoing initiatives and research efforts, the persistent underrepresentation of marginalized groups in Science, Technology, Engineering, and Math (STEM) disciplines in the U.S. has seen little improvement. This study posits that a fundamental change in teacher preparation can lead to more inclusive STEM learning environments. It centers on the development of critical identities in educators, which are foundational for promoting social justice and transformative action within the systemic challenges in STEM. This research explored a four-year professional learning project in Oregon called 'Project A.' This project engaged educators in a pedagogical approach that combined culturally sustaining practices and social justice principles. The goal was to understand how this engagement could support educators running STEM after-school clubs in developing critical identities. The study found that teachers require long-term, collaborative, equity-focused professional learning within their unique socio-political contexts to effectively develop critical perspectives and address systemic issues. Design-Based Research methods support these goals when planning professional learning. These findings informed the development of the Critical Identities for STEM Teachers (CIST) framework and accompanying design principles. The CIST framework emphasizes the importance of grounding STEM content in social justice and culturally sustaining content and pedagogies. It suggests a fundamental shift in focus from discrete forms of knowledge and pedagogy to nurturing critical identities in teachers. Building on Desimone’s fundamental design principles for teacher professional learning and aligned with the CIST framework, I propose four design principles which highlight the need for educators to have multiple opportunities to enact these practices in their classrooms, develop contemporary perspectives, and reflect on the impact of these practices on their marginalized students. This research contributes to the field of teacher education by proposing a justice-centered approach to STEM education, emphasizing the importance of fostering critical identities in educators. Future research is encouraged to employ Design-Based Research methods, allowing educators, students, and communities to collaborate in educational interventions. This collaboration promotes a culture of critical reflection that is central to developing educator identities. The study concludes that reframing professional learning to challenge biases and stereotypes is crucial for fostering inclusive STEM learning opportunities for all. Rather than traditional methods, an integrated curriculum that concurrently develops STEM content, social justice orientation, and pedagogical expertise in diverse settings proves more effective. It further calls for research initiatives to provide structured opportunities for educators' critical reflection and evaluate the influence of culturally sustaining pedagogies on STEM education.
  • KEYWORDS: culturally sustaining pedagogies, critical identity, professional learning, enactment, engagement, social justice pedagogy
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