Johnson Angela, Elliott Samantha
Educational Studies Department, St. Mary's College of Maryland, St. Mary's City, MD 20686.
Biology Department and Center for Inclusive Teaching & Learning, St. Mary's College of Maryland, St. Mary's City, MD 20686.
J Microbiol Biol Educ. 2020 Apr 10;21(1). doi: 10.1128/jmbe.v21i1.2097. eCollection 2020.
Despite recent interest and pressing need, we lack a clear model of culturally relevant, responsive, sensitive teaching in university STEM departments. Most culturally relevant efforts within STEM education address actions individual professors can take within their own classrooms and mentoring, rather than describing how to go about enacting cultural transformation at the departmental level. In this article, we propose the application of the Ladson-Billings model of culturally relevant pedagogy to promote an inclusive culture within undergraduate STEM departments. The model consists of three components: academic success, cultural competence and integrity, and critical consciousness. We define each component and describe what it looks like and how it can be used to guide departmental transformation, including examples in biology, physics, mathematics, and computer science departments at our own institution. This model can help guide faculty committed to creating departments where all kinds of STEM students can thrive, provided they are willing to work hard.
尽管最近受到关注且有迫切需求，但我们在大学理工科系中缺乏一个关于具有文化相关性、响应性和敏感性教学的清晰模式。理工科教育中大多数具有文化相关性的努力都涉及个别教授在自己课堂和指导中可以采取的行动，而不是描述如何在系层面进行文化变革。在本文中，我们提议应用拉德森 - 比林斯的文化相关教学法模型，以促进本科理工科系内的包容性文化。该模型由三个部分组成：学业成就、文化能力与正直以及批判意识。我们定义每个部分，并描述其表现形式以及如何用于指导系层面的变革，包括我们所在机构的生物学、物理学、数学和计算机科学系的示例。这个模型可以帮助指导致力于创建各类理工科学生都能茁壮成长的系的教师，前提是他们愿意努力工作。
