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Motivating and Supporting Academic Achievement in STEM Through Culturally Relevant Literacy Practices: A Theoretical Framework

Motivating and Supporting Academic Achievement in STEM Through Culturally Relevant Literacy Practices: A Theoretical Framework

A. Dean Franks, Anna Wan
Copyright: © 2022 |Pages: 17
ISBN13: 9781668442159|ISBN10: 1668442159|ISBN13 Softcover: 9781668442197|EISBN13: 9781668442166
DOI: 10.4018/978-1-6684-4215-9.ch012
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MLA

Franks, A. Dean, and Anna Wan. "Motivating and Supporting Academic Achievement in STEM Through Culturally Relevant Literacy Practices: A Theoretical Framework." Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning, edited by Leslie Haas and Jill T. Tussey, IGI Global, 2022, pp. 247-263. https://doi.org/10.4018/978-1-6684-4215-9.ch012

APA

Franks, A. D. & Wan, A. (2022). Motivating and Supporting Academic Achievement in STEM Through Culturally Relevant Literacy Practices: A Theoretical Framework. In L. Haas & J. Tussey (Eds.), Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning (pp. 247-263). IGI Global. https://doi.org/10.4018/978-1-6684-4215-9.ch012

Chicago

Franks, A. Dean, and Anna Wan. "Motivating and Supporting Academic Achievement in STEM Through Culturally Relevant Literacy Practices: A Theoretical Framework." In Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning, edited by Leslie Haas and Jill T. Tussey, 247-263. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-4215-9.ch012

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Abstract

Motivation and support for academic achievement within STEM (science, technology, engineering, and mathematics) education is essential as the related fields expand to include more and more jobs. This chapter aims to provide a new theoretical framework for STEM education focused on UDL, student motivation, and culturally relevant literacy practices as a way to increase diversity in STEM fields that expands to include people of color, people with disabilities, and members of the 2SLGBTQ+ community. Authors explain a new theoretical framework that will enhance STEM motivation and support academic achievement through the use of culturally responsive literacy practices and provide examples of how to engage students using the new theoretical framework in the classroom.

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