Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation
Edited By Joy Barnes-Johnson and Janelle M. Johnson
STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is designed to contribute to discourses about how STEM teaching and learning can become more equitable, serving the needs of readers across the STEM educational spectrum. STEM21 is meant to problematize the status quo educational practices of STEM stakeholders including preservice and inservice teachers, district leaders, informal educators, policy makers, and the research community. While many books are narrowly targeted either for academics or practitioners, the outcome is limited dialogue between and across those spaces. This volume weaves together field-based research, personal narrative, and education theory, while providing for reflection and discussion. STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is undergirded by the principle that engaged STEM education accommodates theory and practice that is equitable, rejects deficit model thinking, and is community relevant. Equitable STEM pedagogy builds autonomous pathways to learning; creates a culture of questioning and transparency; celebrates diversity of thought, habit and culture; and embraces a social justice stance on issues of race, class, gender, environmental responsibility, health, and access to resources.
Chapter Eight: Transformative Education Pathways to Improve Health Literacy, STEM Learning, and Youth Outcomes (Gretchen E. L. Suess / Joanna Chae / Sharon Lewis)
| 188 →
Transformative Education Pathways to Improve Health Literacy, STEM Learning, and Youth Outcomes
GRETCHEN E. L. SUESS,1 JOANNA CHAE,2 AND SHARON LEWIS3
This chapter shares findings from a mixed-method study using data from the 2010–2016 Health Sciences Education Pipeline Program (Pipeline) at the University of Pennsylvania (Penn). Pipeline is a partnership between the Perelman School of Medicine, Netter Center for Community partnerships, and two public high schools (William L. Sayre and West Philadelphia High School.) The ← 188 | 189 → primary goals of Pipeline are to: (1) Enrich STEM teaching and learning by supporting high school teachers with expanded physical and life sciences curricula; (2) Educate high school students about fundamental principles of medicine and diseases that affect their community while improving communication and cultural competency among all participants; and (3) Improve health care and health literacy by increasing underrepresented student participation in health-based careers and post-secondary education.
I, Joy, “met” W.E.B. DuBois when I was a junior in high school. That was the first time I had ever heard any reference to the “Philadelphia Negro” or the “talented tenth.” I had never known that Black people were so studied but Philadelphia was different. At that point in my life, my family was proud of my “good grades” and wanted me to try to forget about their stories—but theirs were my own.
My grandfather was...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.