Culturally Relevant Pedagogy: A Model To Guide Cultural Transformation in STEM Departments
Culturally Relevant Pedagogy: A Model To Guide Cultural Transformation in STEM Departments
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DOI：
10.1128/jmbe.v21i1.2097
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发表时间：
2020-02-01
影响因子：
1.9
通讯作者：
Elliott, Samantha
中科院分区：
文献类型：
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作者：
Johnson, Angela;Elliott, Samantha
尽管近期人们对此感兴趣且有迫切需求，但我们在大学STEM（科学、技术、工程和数学）院系中缺乏一个具有文化相关性、能及时响应且敏锐的教学清晰模式。STEM教育中大多数与文化相关的努力都着眼于个别教授在自己的课堂和指导中可以采取的行动，而不是描述如何在院系层面实施文化变革。在本文中，我们提议应用拉德森 - 比林斯的文化相关教学法模式，以在本科STEM院系中促进一种包容的文化。该模式由三个部分组成：学业成功、文化能力与完整性以及批判意识。我们对每个部分进行了定义，并描述了它的样子以及如何利用它来指导院系变革，包括我们自己院校的生物、物理、数学和计算机科学系的实例。这个模式可以帮助指导那些致力于创建让各类STEM学生都能茁壮成长的院系的教师，前提是他们愿意努力。
Despite recent interest and pressing need, we lack a clear model of culturally relevant, responsive, sensitive teaching in university STEM departments. Most culturally relevant efforts within STEM education address actions individual professors can take within their own classrooms and mentoring, rather than describing how to go about enacting cultural transformation at the departmental level. In this article, we propose the application of the Ladson-Billings model of culturally relevant pedagogy to promote an inclusive culture within undergraduate STEM departments. The model consists of three components: academic success, cultural competence and integrity, and critical consciousness. We define each component and describe what it looks like and how it can be used to guide departmental transformation, including examples in biology, physics, mathematics, and computer science departments at our own institution. This model can help guide faculty committed to creating departments where all kinds of STEM students can thrive, provided they are willing to work hard.