ERIC Number: ED658179
Record Type: Non-Journal
Publication Date: 2024
Pages: 147
Abstractor: As Provided
ISBN: 979-8-3835-7246-7
ISSN: N/A
EISSN: N/A
Escuchame, Mi Ciencia Cuenta: Leveraging Cultural Ways of Knowing to Increase Chicana STEM Engagement
Patricia Ramirez-Biondolillo
ProQuest LLC, Ed.D. Dissertation, The University of Texas Rio Grande Valley
This paper is about leveraging cultural ways of knowing such as ethnobotany in order to increase STEM engagement in Chicanx populations. The novel Community Learning and Ecological Sustainability Paradigm (CLESP) framework utilized in this study combines social justice, Chicana feminist epistemology, land-based pedagogy, critical place-based pedagogy, pedagogical praxis, pluralism and ecological sustainability to achieve this end. Four preservice Chicana science teachers provided testimonio from their elder assignment and engaged in two focus groups in order to identify relevant themes that impact Chicana engagement in STEM. Major themes identified were challenges in bilingual education, elder knowledge as a form of pedagogy, stagnation in common science teaching practices, tensions between lived experiences and traditional science teaching, and leveraging community support. We advocate for a paradigm shift in science teacher preparation that must include cultural factors to promote Chicanx connection with STEM content. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: STEM Education, Learner Engagement, Hispanic American Students, Science Teachers, Preservice Teachers, Student Attitudes, Culturally Relevant Education, Science Instruction, Cultural Influences, Preservice Teacher Education, Females
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A