Abstract
No discussion on equity/inequity makes sense without bringing power into that discussion. As instructors we need to ask questions such as “who decides and controls what knowledge is”, “whose identities are empowered and whose are erased”, “who has access and opportunity and who doesn’t”. Traditional teaching in STEM, including mathematics, assumes knowledge is objective, transmittable, repeatable to everyone. When educators follow a traditional curriculum, just like their teachers before them, they do so thinking their methods ensure equality and objectivity. These practices not only deny the role that Western patriarchal cultures have played in creating these so-called equitable practices, but they also excuse these practices from being examined. This article will showcase a culturally responsive teaching assignment that could be incorporated into a college STEM classroom.
Recommended Citation
Vasu, Ileana
(2023)
"Centering Equity in STEM Teaching: STEM Ideas that Change the World,"
Feminist Pedagogy: Vol. 4:
Iss.
2, Article 4.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol4/iss2/4
Included in
Engineering Commons, Life Sciences Commons, Physical Sciences and Mathematics Commons, Science and Mathematics Education Commons