Graduation Year
2024
Document Type
Thesis
Degree
M.A.
Degree Name
Master of Arts (M.A.)
Degree Granting Department
School of Interdisciplinary Global Studies
Major Professor
Kiran Jayaram, Ph.D.
Committee Member
Rebecca Zarger, Ph.D.
Committee Member
Beatriz Padilla, Ph.D.
Keywords
Lingual Representation, Cultural Recognition, Non-Governmental Organization
Abstract
In response to the limited inclusion of cultural relevant pedagogy in Science, Technology, Engineering, and Mathematics (STEM) centered educational programs, this study illustrates dynamics that encourage inclusivity and provide a space for minority students to develop self-efficacy while also exposing them to formal modes of STEM knowledge. Elementary level English/Spanish speaking children were taught local ecological knowledge (LEK) during a STEM summer program in a city in Southwestern Florida. The use of participant observation, group interviews with the students, and interviews with the educators allowed for an in-depth analysis of the program and the established goals. This study provides insight into the use of bilingualism by teachers and students in the classroom setting and its impact in the development of the students’ cultural and academic identities. Highlighting the collaborative disposition of a community centered non-governmental organization, this study draws on the value of exposing minority students to LEK and STEM based education. Future research should examine the techniques and dynamics of inclusive educational programs, especially in areas receiving a heightened number of immigrating communities.
Scholar Commons Citation
Herrera, Barbara D., "Local Ecological Knowledge, Education, and Bilingualism: Ethnography of a STEM Program for Elementary Students in Southwestern Florida" (2024). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10200
