Increasing inclusivity in undergraduate science courses is recognized as critical in addressing disparities in who enters and remains in STEM. Yet, people of color and persons with disabilities are vastly outnumbered in the sciences. This perpetuates inequalities in academia as to whose knowledge is recognized and valued. A promising approach to changing the status quo is culturally responsive pedagogy (CRP), an inclusive instructional framework that honors and validates student?s cultural heritage and social identity, while linking instruction to socio-political realities. While research in K-12 shows CRP improves student outcomes, implementation of CRP practices is less common in undergraduate education. Course-based Undergraduate Research Experiences (CUREs) offer an excellent opportunity to apply culturally responsive instruction given their unique approach that emphasizes inquiry, collaboration, and connection to community relevance. In this mini workshop we discussed strategies instructors can use to incorporate culturally responsive teaching in their CUREs. By the end of the workshop, participants reported having an enhanced understanding of what culturally responsive teaching looks like in a CURE course and developed plans to include culturally responsive activities in their own classrooms.
Keywords: Culturally Responsive Pedagogy, Course Based Undergraduate Research Experiences, STEM Education
University of California, San Diego (2023)
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