Culturally Relevant Pedagogy: A Model To Guide Cultural Transformation in STEM Departments

Area of Science:

• STEM Education
• Higher Education Pedagogy

Background:

• Lack of models for culturally relevant, responsive, and sensitive teaching in university STEM departments.
• Existing efforts focus on individual classrooms, not departmental-level cultural transformation.

Purpose of the Study:

• To propose the application of the Ladson-Billings model of culturally relevant pedagogy for inclusive undergraduate STEM departments.
• To define the model's components and guide departmental transformation.

Main Methods:

• Application of the Ladson-Billings model (academic success, cultural competence and integrity, critical consciousness).
• Defining each component and its role in departmental transformation.
• Providing examples from biology, physics, mathematics, and computer science departments.

Main Results:

• A framework for guiding departmental transformation towards inclusivity.
• Demonstrated applicability across various STEM disciplines.
• Emphasis on faculty commitment and hard work for successful implementation.

Conclusions:

• The proposed model offers a pathway for creating STEM departments where diverse students can thrive.
• Culturally relevant pedagogy can be a powerful tool for systemic change in STEM education.
• Successful implementation requires dedication and effort from faculty.