Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/10633
Title: Preparing Graduate Students to Enact Equity-Oriented Pedagogies for Science Outreach Programs
Authors: Light, Erica
Suárez, Enrique
Adler, Lynn
Keywords: Learning Sciences
Issue Date: 2024
Publisher: International Society of the Learning Sciences
Citation: Light, E., Suárez, E., & Adler, L. (2024). Preparing Graduate Students to Enact Equity-Oriented Pedagogies for Science Outreach Programs. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024 (pp. 1111-1114). International Society of the Learning Sciences.
Abstract: Informal Science, Technology, Engineering, and Math (STEM) outreach programs have been promoted as a mechanism to redress under-representation of minoritized students in STEM fields. However, few studies have investigated how to support program leaders and implementers, who are often graduate students, to teach science for equity and justice. In this design-based research study, we explore how professional development (PD), grounded in situated teacher learning theories, facilitated life science graduate students’ development of a multilevel, equity-oriented pedagogy for a science outreach program with minoritized youth. Through qualitatively analyzing PD video recordings, interviews, and artifacts for evidence of graduate students’ attention to micro, meso, and macro levels of equitable science education, we found that situated PD challenged their baseline conceptions of equity work and aligned their multilevel pedagogical praxis. Our study contributes to scholarship on how to support informal science educators’ learning towards equity-oriented pedagogies.
Description: Short Paper
URI: https://doi.org/10.22318/icls2024.723365
https://repository.isls.org//handle/1/10633
Appears in Collections:ISLS Annual Meeting 2024

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