Culturally Sustaining Pedagogies in STEM Preparatory Programs: The Woods Hole Partnership Education Program

Abstract

Through the exploration of the literature and promising practices in the field, this chapter explores the following questions: How do STEM programs build culturally sustaining pedagogy into curriculum? How does engagement in culturally sustaining pedagogy guide the move into graduate school and professional work among BIPOC scientists? This chapter focuses on one such program as a model: The Woods Hole Partnership Education Program (PEP). The findings and implications may be insightful for readers designing higher education courses and programs, scientific professional development practitioners, or others invested in understanding how to sustain science interest in those from underrepresented backgrounds.