Motivating and Supporting Academic Achievement in STEM Through Culturally Relevant Literacy Practices
Document Type
Book Chapter
Publication Date
1-1-2022
Department
Mathematics
School
Mathematics and Natural Sciences
Abstract
Motivation and support for academic achievement within STEM (science, technology, engineering, and mathematics) education is essential as the related fields expand to include more and more jobs. This chapter aims to provide a new theoretical framework for STEM education focused on UDL, student motivation, and culturally relevant literacy practices as a way to increase diversity in STEM fields that expands to include people of color, people with disabilities, and members of the 2SLGBTQ+ community. Authors explain a new theoretical framework that will enhance STEM motivation and support academic achievement through the use of culturally responsive literacy practices and provide examples of how to engage students using the new theoretical framework in the classroom.
Publication Title
Disciplinary Literacy As a Support for Culturally and Linguistically Responsive Teaching and Learning
Recommended Citation
Franks, A.,
Wan, A.
(2022). Motivating and Supporting Academic Achievement in STEM Through Culturally Relevant Literacy Practices. Disciplinary Literacy As a Support for Culturally and Linguistically Responsive Teaching and Learning.
Available at: https://aquila.usm.edu/fac_pubs/19860
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