English Learners in STEM Subjects Transforming Classrooms, Schools, and Lives (2018) / Chapter Skim
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5 School-Family-Community: Contextual Influences on STEM Learning for English Learners
5 School-Family-Community: Contextual Influences on STEM Learning for English Learners
Pages 143-164
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. Conventional roles for caregiver engagement have included checking homework, attending open houses, participating in parent-teacher conferences, and joining parent-teacher associations (Ishimaru et al., 2016)
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Others have argued that for students to engage in academic discourse in the classroom, there is a requirement to embrace certain identity posi 2 This chapter includes content drawn from papers commissioned by the committee titled Teachers' Knowledge and Beliefs about English Learners and Their Impact on STEM Learning by Julie Bianchini (2018) and Mathematics Education and Young Dual Language Learners by Sylvia Celedón-Pattichis (2018)
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. With the goal of unearthing underutilized academic resources that can empower students in STEM learning contexts, Tan and Calabrese Barton (2012)
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study of two 3rd-grade teachers involved in professional development opportunities, researchers found that both teachers were committed to making mathematics accessible and meaningful to their diverse students but had different approaches.
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Family literacy programs became popular as a way to address home-school connections for districts and schools with culturally and linguistically diverse populations. Although family literacy programs encouraged families to read to their children and considered caregivers to be bearers of knowledge, the design of many programs was based on deficit assumptions about families and their cultural practices (Valdés, 1996; Whitehouse and Colvin, 2001)
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. A range of powerful family engagement models have been proposed in the attempt to replace deficit orientations with asset-oriented views of typically underrepresented youth, including ELs (Calabrese Barton et al., 2004; Civil and Andrade, 2003; Fournier, 2014; González, Moll, and Amanti, 2005)
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Researchers who study inclusive science and mathematics education advocate for an alternative discourse around content area learning that values collaborative family-school interactions as a way to enhance all students' learning. Structuring opportunities for teachers to learn alongside their students and their students' caregivers is a promising approach toward this goal (Bernier, Allexsaht-Snider, and Civil, 2003; Buxton et al., 2016)
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Thus, even orientations established prior to in-service tenure have major implications for whether ELs within instructional spaces led by these teachers will be positioned in ways that either benefit or impede their STEM learning. Despite promising models to strengthen how ELs are positioned in STEM classrooms, there are persistent gaps in educators' understandings of how to partner effectively with diverse families and build on family and community-based aspects of science learning to support ELs' schoolbased STEM education.
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Through these interactions, preservice teachers shift their ideologies about the role of culture and language in schools. Although teachers are expected to communicate effectively with families, teachers rarely have access to professional learning opportunities that support their efforts to work with families that are culturally and linguistically different from them (Upadhyay, 2009)
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investigated five middle school science teachers as part of a 3-year professional development project on the role of culture in science pedagogy. Two teacher participants resisted the idea that culture was important to integrate into their science instruction; they held deep-seated views of what teaching should be, and thought their Latina/o students must conform to expectations in U.S.
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examined immigrant caregivers' assumptions and experiences about their children's mathematics education as teachers and caregivers participated together in mathematics leadership development sessions to then implement workshops for the larger school district community. By shifting the hierarchical power dynamics common in teacher-caregiver relationships, the project helped teachers rethink mainstream views of caregiver involvement.
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. In this study, 200 PreK–8 preservice mathematics teachers worked on a community mathematics exploration module as part of their mathematics methods course, which was intended to support teacher participants in designing and implementing effective instruction that builds on and integrates diverse students' mathematical knowledge bases.
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. In fact, many Latino caregivers want to learn English, but find many obstacles along the way (e.g., responsibilities around the house, work schedules, current English learning structures for adults)
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Family-oriented STEM learning activities can occur in school settings as well as in out-of-school free learning spaces such as museums, parks, or the communities in which families live. Research on informal or free-choice science learning contexts points to the importance of interactive and multifaceted caregiver engagement that acknowledges families' cultural practices.
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Cultural, linguistic, and social differences between teachers and immigrant caregivers are the most often-cited barriers to this collaboration, despite the desire on the part of all stakeholders for better communication and more productive engagement. Although teachers are expected to communicate effectively with families of all students, teachers rarely have access to professional learning opportunities that support their efforts to work with families that are culturally and linguistically different from themselves.
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Paper commissioned for the Committee on Supporting English Learners in STEM Subjects. Board on Science Education and Board on Children, Youth, and Families, Division of Behavioral and Social Sciences and Education.
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Pa per commissioned for the Committee on Supporting English Learners in STEM Subjects. Board on Science Education and Board on Children, Youth, and Families, Division of Behavioral and Social Sciences and Education.
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Powell (Eds.) , Culturally Responsive Mathematics Education (pp.
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. The excitement and wonder of teaching science: What preservice teachers learn from facilitating family science night centers.
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. Regarding the mathematics education of English learners: Clustering the conceptions of preservice teachers.
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From page 163... ...
. Promoting equity in mathematics teacher preparation: A framework for advanc ing teacher learning of children's multiple mathematics knowledge bases.
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Journal of Teacher Education, 1–14.
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