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Abstract

This manuscript shares the implementation of an after-school literacy in STEM (science, technology, engineering, and mathematics) program designed for middle grade students to increase their interest in science and mathematics learning. This program was conducted at our local Boys and Girls Club facilities where students learned about four science topics (renewable energy, water cycle, Newton’s laws, and natural disasters). Students participated in culturally responsive reading and writing activities incorporating culturally relevant books, journal writing, hands-on projects, and a culminating science fair presentation on a topic of their choice. The authors determined that using literature, particularly culturally responsive picture books and graphic novels, to bridge the students’ understanding of scientific and mathematical concepts was an important component of this program. The students’ reactions to the program reflect the importance of offering a variety of avenues for students to represent their understanding and corroborates the significance of after-school programs to provide opportunities for diverse student populations to participate in culturally responsive programs to promote literacy and interest in the STEM disciplines.

Author Bio

Shelli Casler-Failing, Ph.D. is an Assistant Professor of Middle Grades and Secondary Mathematics Education at Georgia Southern University. Her research interests include teacher education, mathematics education, productive struggle, and the integration of LEGO robotics technology into the mathematics curriculum. Much of her research investigates pre-service teachers’ experience with productive struggle and the use of robotics as an instructional tool to support student understanding in mathematics classrooms.

Alma D. Stevenson is a Professor of Literacy Education at Georgia Southern University. Her research explores sociocultural perspectives on literacy in STEM, and the role of language and literacy in culture, identity, and academic achievement. She seeks to cultivate affective support and positive identity formation in historically marginalized minorities. Her research looks to construct empowering curricula and pedagogies that advocate for social justice, including the role of literature as a resource to foster culturally sustaining pedagogies.

Beverly A. King Miller is an Assistant Professor of Elementary Science Education at Georgia Southern University. Her scholarly work focuses on the persistence of Afro Caribbean’s in science, technology, engineering and mathematics (STEM) training and careers. Her research includes qualitative studies related to the inclusion of underrepresented people of African descent and Latinx heritage to STEM. Dr. Miller has instituted after school and Saturday programs for underserved communities in the United States, Central America and Africa.

DOI

10.20429/cimle.2021.260103

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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