Culturally Situated Design Tools

Ron Eglash · William Babbitt · Audrey Bennett · Brian Callahan · James Davis · John F. Drazan +5 more

24 citations0/0 files storedAdvances in educational marketing, administration, and leadership book series

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Career Development and Diversity Critical Race Theory in Education Science Education and Perceptions

Abstract

The “pipeline” model of STEM education conceives of underrepresentation by race, gender and class in terms of leaks that fail to deliver students to their destination in the science and technology workforce. But that model fails to consider the role of STEM in producing underrepresentation. This can only be solved by moving from the extractive approach of the pipeline model to a generative model in which the value produced by STEM students cycles back to their own communities. We report on our experience creating and evaluating Culturally Situated Design Tools. Using a framework of “generative justice”, we contrast the cyclic social damage, which reproduces underrepresentation with the potential for STEM education as a niche in the technosocial ecosystem that can address underrepresentation and causal factors.

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References

1998Voluntary and Involuntary Minorities: A Cultural‐Ecological Theory of School Performance with Some Implications for Education 2003Teaching and Learning Mathematics for Social Justice in an Urban, Latino School 2009Stuck in the shallow end: education, race, and computing 2009An empirical analysis of ‘acting white’2013Information, Role Models and Perceived Returns to Education Experimental Evidence from Madagascar 2011“Consumption”2009Darwin's sacred cause: how a hatred of slavery shaped Darwin's views on human evolution 2004The Business of Branded Enchantment

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2019Decolonizing education with Anishinaabe arcs: generative STEM as a path to indigenous futurity 2020“A Voice to Talk About it”: Cosmetologists as Stem Experts in Educational Technology Design and Implementation

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