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“What Are We Missing?”: Examining Culturally Relevant Teaching Practices in STEM Educator Preparation Programs
Abstract
The STEM field now faces a two-fold crisis of students' waning interest and underrepresentation of marginalized populations such as People of Color and women contrary to the high demand for STEM-qualified professionals. STEM subjects such as mathematics have been viewed as a critical filter for high-status, high-salary careers. Thus, it is essential to examine EPP STEM methods curriculum as culturally relevant pedagogy that has been proven to enhance learning outcomes, pique and retain interest, and foster confidence in students from underrepresented groups and all students. Through a content analysis, we examine course descriptions from top-ranked teacher-training universities in the United States to determine the presence or lack of training that STEM PSTs receive in their respective EPPs regarding culturally responsive teaching.
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