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dc.contributor.authorKayumova, Shakhnoza-
dc.contributor.authorArrigo, Anthony F.-
dc.contributor.authorHarper, Akira-
dc.contributor.authorRichard, Eleanor-
dc.contributor.authorWelty, Heather-
dc.date.accessioned2022-03-11T21:45:36Z-
dc.date.available2022-03-11T21:45:36Z-
dc.date.issued2022-03-
dc.identifier.urihttps://repository.isls.org//handle/1/7664-
dc.description.abstractThis report draws on positioning theory as a way to support bi/multilingual students’ language and science identities by recognizing their socio-cultural and linguistic differences as assets in their learning. We use this lens to reframe learners’ connections to STEM while simultaneously transforming the learning environment.en_US
dc.description.sponsorshipThis material is based upon work supported by the National Science Foundation under Grant No. DRL-1652752. Rapid Community Reports are supported by the National Science Foundation under grant #2021159. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.en_US
dc.language.isoen_USen_US
dc.publisherDigital Promise and the International Society of the Learning Sciencesen_US
dc.subjectpositioningen_US
dc.subjectSTEMen_US
dc.subjectidentityen_US
dc.subjectequityen_US
dc.subjectmultilingual learnersen_US
dc.titleSupporting STEM Identity Development through Asset-Based Positioningen_US
dc.typeArticleen_US
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