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This study examines the impact of a culturally responsive, garden-based STEM program designed for Latina girls (grades 5–6) and their parents. The “Our Plot of Sunshine” project integrates Family Project-Based Learning with garden education to create meaningful STEM engagement opportunities. Drawing on the science capital, science identity, and community cultural wealth frameworks, the program leverages families’ cultural and linguistic resources while developing science knowledge and identity. Nineteen families from low socioeconomic schools participated in three pilot implementations across two Western U.S. cities. Using a mixed-methods approach with repeated measures over 19 weeks, the study tracked changes in participants’ science identity, interest, and career aspirations. Results showed significant increases in science identity and career aspirations, with effects maintained at three-month follow-up. While interest/enjoyment showed positive trends, changes were not statistically significant. Parent ratings of program elements were consistently higher than daughter ratings, though both groups reported strong engagement. The successful integration of bilingual instruction emerged as a particularly valued program component. These findings suggest that family-centered, culturally responsive garden education can effectively support Latina girls’ STEM identity development and future orientation, while highlighting the potential of leveraging family and cultural resources in STEM education.
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This content will become publicly available on January 1, 2026
Growing Stronger: Incorporating Culturally Responsive and Sustaining Practices in Garden-Based Education
Abstract: Garden-based education (GBE) improves student motivation and connection to nature. Because gardening connects people and traditions, this study sought to understand how GBE educators incorporate student cultural identities. This qualitative study analyzed participant-created digital stories and subsequent interviews representing garden programs at secondary schools in the United States. An analysis of themes, based on the New York State Education Department's Culturally Responsive-Sustaining (CR-S) Education Framework (2019), evaluated common principles of environment, instruction, assessment, and professional learning. Results indicate commonalities such as building relationships and facilitating student leadership. Stakeholders may benefit from GBE resources focused on justice and cultural sustainability.
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- Award ID(s):
- 2329408
- PAR ID:
- 10634345
- Publisher / Repository:
- Children, Youth and Environments
- Date Published:
- Journal Name:
- Children, Youth and Environments
- Volume:
- 35
- Issue:
- 1
- ISSN:
- 1546-2250
- Page Range / eLocation ID:
- 31 to 54
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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