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Abstract Title: Methods to Enact Culturally Sustaining Pedagogy and Explore Refugee Teens’ STEM Identity Work in a Physics Afterschool Program
Abstract Type: Contributed Poster Presentation
Abstract: Refugee youth are often socioeconomically, racially, and linguistically minoritized in K-12 physics learning. To address the needs of refugee youth in physics, and to conduct research on how students craft STEM-related identities, we designed an afterschool program that engages teens in cosmic ray detector building and digital storytelling. Woven throughout the program students completed reflective tasks that addressed overarching questions related to who they are now and how they see STEM fields being a part of their futures. This poster describes and illustrates student work samples from three students across three reflective tasks: creating a personal logo, a "Who am I" poem, and the STEM journey map. We offer two research contributions. First, we demonstrate how the designed activities can be used as a method for enacting culturally sustaining pedagogy in physics. Second, we demonstrate what the student-generated artifacts can tell researchers about students' STEM- and physics-related identity work.
Session Time: Poster Session 3
Poster Number: III-72

Author/Organizer Information

Primary Contact: Sarah Braden
Utah State University
Logan, UT 84322
and Co-Presenter(s)
Bolaji Bamidele (she/her), Utah State University
John Matthews (he/him), University of Utah
Tino Nyawelo (he/him), University of Utah
Jordan Gerton (he/him), University of Utah