The role of epistemological beliefs in STEM faculty's decisions to use culturally relevant pedagogy at Hispanic-Serving Institutions.
The role of epistemological beliefs in STEM faculty's decisions to use culturally relevant pedagogy at Hispanic-Serving Institutions.
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DOI：
10.1186/s40594-022-00349-9
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发表时间：
2022
影响因子：
6.7
通讯作者：
Van Dusen B
中科院分区：
文献类型：
--
作者：
Shultz M;Nissen J;Close E;Van Dusen B
对高等教育中存在的压迫性不平等的理解使对文化相关的教学法的需求越来越多。通过三个宗旨的文化：学术上的成功，文化能力和社会政治意识。西班牙裔服务机构的物理，化学和生物学部门颁布了与文化相关的教学法。文化相关的三个宗旨。
总共有35位讲师报告了与学术成功宗旨相符的实践，九位讲师与文化能力宗旨以及一名与社会政治意识宗旨的讲师表达了他们的学科与文化的分离，同时表达了教学决策。与文化相关的教学法一致。与学术成功宗旨保持一致的方式。
讲师表达两种矛盾的观点的能力可能表明，专业发展不必改变教师对他们的学科的认识论信念，以说服他们提出与文化相关的教学法的价值。 “文化能力和社会政治意识。
The growing understanding of the oppressive inequities that exist in postsecondary education has led to an increasing need for culturally relevant pedagogy. Researchers have found evidence that beliefs about the nature of knowledge predict pedagogical practices. Culturally relevant pedagogy supports students in ways that leverage students’ own cultures through three tenets: academic success, cultural competence, and sociopolitical consciousness. If STEM practitioners believe that their disciplines are culture-free, they may not enact culturally relevant pedagogy in their courses. We investigated how and in what forms 40 faculty from mathematics, physics, chemistry, and biology departments at Hispanic-Serving Institutions enacted culturally relevant pedagogy. We used the framework of practical rationality to understand how epistemological beliefs about the nature of their discipline combined with their institutional context impacted instructors’ decision to enact practices aligning with the three tenets of culturally relevant pedagogy. In total, 35 instructors reported using practices that aligned with the academic success tenet, nine instructors with the cultural competence tenet, and one instructor with the sociopolitical consciousness tenet. Instructors expressed and even lauded their disciplines’ separation from culture while simultaneously expressing instructional decisions that aligned with culturally relevant pedagogy. Though never asked directly, six instructors made statements reflecting a “culture-free” belief about knowledge in their discipline such as “To me, mathematics has no color.” Five of those instructors also described altering their teaching in ways that aligned with the academic success tenet. The framework of practical rationality helped explain how the instructors’ individual obligation (to the needs of individual students) and interpersonal obligation (to the social environment of the classroom) played a role in those decisions. Instructors’ ability to express two contradictory views may indicate that professional development does not have to change an instructor’s epistemological beliefs about their discipline to convince them of the value of enacting culturally relevant pedagogy. We propose departmental changes that could enable instructors to decide to cultivate students’ cultural competence and sociopolitical consciousness. Our findings highlight the need for future research investigating the impacts of culturally relevant pedagogical content knowledge on students’ experiences.
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影响因子：
3.4
作者：
Cohen, DK;Raudenbush, SW;Ball, DL
通讯作者：
Ball, DL
影响因子：
3.7
作者：
Chamany, Katayoun;Allen, Deborah;Tanner, Kimberly
通讯作者：
Tanner, Kimberly
影响因子：
2.1
作者：
Cross, Dionne I.
通讯作者：
Cross, Dionne I.
影响因子：
4.3
作者：
Bang, Megan;Medin, Douglas
通讯作者：
Medin, Douglas
影响因子：
2.7
作者：
COHEN, J
通讯作者：
COHEN, J