STEMing the Tide: Culturally-Responsive Practices for STEM Kindergarten Readiness in African-American Early Learners
Location
Walsh A
Proposal Track
Research Project
Session Format
Presentation
Abstract
This research project investigates Kindergarten readiness among African-American early learners in the critical STEM areas of math and science. The key research question of the study —does participation in a STEM-based summer enrichment program lead to increased math and science readiness for African-American Kindergarteners?—is examined by comparing pre/posttest scores during the summer program and triangulating this data with first quarter progress reports obtained in the Kindergarten school year. Results indicate that although few participants were deemed ‘proficient’ on posttests administered in the summer program, all participants met or exceeded math and science standards on their first Kindergarten progress report. Participants’ success in meeting (or exceeding) math and science standards may be attributed to the use of culturally-relevant practices for teaching STEM to African-American early learners, which include song, visual and verbal expression, and multi-sensory instruction. This presentation will feature objectves and outcomes from a completed research project.
Keywords
STEM early learners, STEM Pre-K, African-American STEM learning, STEM culturally-responsive teaching
Recommended Citation
DeCuir, Erica, "STEMing the Tide: Culturally-Responsive Practices for STEM Kindergarten Readiness in African-American Early Learners" (2016). Georgia Educational Research Association Conference. 27.
https://digitalcommons.georgiasouthern.edu/gera/2016/2016/27
STEMing the Tide: Culturally-Responsive Practices for STEM Kindergarten Readiness in African-American Early Learners
Walsh A
This research project investigates Kindergarten readiness among African-American early learners in the critical STEM areas of math and science. The key research question of the study —does participation in a STEM-based summer enrichment program lead to increased math and science readiness for African-American Kindergarteners?—is examined by comparing pre/posttest scores during the summer program and triangulating this data with first quarter progress reports obtained in the Kindergarten school year. Results indicate that although few participants were deemed ‘proficient’ on posttests administered in the summer program, all participants met or exceeded math and science standards on their first Kindergarten progress report. Participants’ success in meeting (or exceeding) math and science standards may be attributed to the use of culturally-relevant practices for teaching STEM to African-American early learners, which include song, visual and verbal expression, and multi-sensory instruction. This presentation will feature objectves and outcomes from a completed research project.
