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Award ID contains: 2201083

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  1. ; (, American Education Research Association)
    This study investigates instructional practices that support rightful familial presence in STEM as a mechanism to address the continued racial/class gap in STEM achievement for historically marginalized students. We define rightful familial presence as a form of authentic family engagement that 1) legitimizes families’ community cultural capital, and 2) fosters capital movement between families and schools, especially when these forms of capital have historically been marginalized within STEM learning. We ask: What practices grounded in research-practice-partnerships support rightful familial presence, and how do these practices facilitate capital movement between families and schools for STEM teaching and learning? 
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    Accepted Manuscript Full Text Available
  2. ; ; ; (, NARST)
    This study investigates research and instructional practices that support rightful familial presence in STEM to address the continued racial/class inequities in STEM learning. We ask: What practices grounded in research-practice-partnerships support rightful familial presence, and how do these practices facilitate capital movement between families and schools for STEM teaching and learning? 
    more » « less
    Accepted Manuscript Full Text Available