Greses Pérez
Biographic Data
| ID | 4627849 |
|---|---|
| NAME | Greses Pérez |
| GIVEN NAMES | Greses |
| FAMILY NAME | Pérez |
| SIGNATURE | PEREZ G |
| AFFILIATIONS | Tufts University |
| ORCID | 0000-0003-4737-0888 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Subjective Intelligence
Generative artificial intelligence (GenAI) is increasingly transforming science and engineering education through prompt-based interactions. While promising to transform how students learn engineering, GenAI’s increasing presence raises concerns about misinformation, bias, academic integrity, and inequity in learning environments, especially in the absence of clear guidelines for fair and appropriate access and use. This position paper advances a…
STEM Disciplines are More Diverse Than Undergraduate Courses Depict
College STEM curricula that depict scholars with marginalized identities could benefit students by disrupting pervasive and harmful stereotypes. Textbook analyses suggest that this potential has not yet been realized. However, textbook analyses do not present a complete picture of curricula, which also include slide presentations, assignments, lectures, and other materials. Given the methodological challenge of capturing depictions of marginalize…
Addressing media and information literacy in engineering design education
Engineering design entails making value‐laden judgments against ill‐defined, ambiguous, and/or competing sociotechnical criteria. In this article, we argue that such conditions make engineering designers particularly susceptible to the potentially deleterious effects of mis/disinformation in the processes and practices of engineering design, their engagement with people and communities, and in the production and evaluations of the artifacts they …
Bienvenidos a la conversación
In May 2023, the three of us met with Professor Emerita Ofelia García to share our goals for this Special Issue. Given her expertise in translanguaging, we asked if she would contribute a closing commentary. Noting our admiration of her and her colleagues' work over the past decade (García, 2011; García & Kleyn, 2016; García & Li, 2014; Otheguy et al., 2015) and the ways it has impacted our thinking and areas of research, Dr. García humbly expres…
Translanguaging in elementary science
In a phenomenon known as translanguaging, multilingual learners draw freely from their repertoires without regard for language boundaries. Although multilingual learners live their lives between languages in their communities, science education is just beginning to acknowledge the important role of their hybrid language practices for learning. This study investigated one translingual science event in a fourth grade multilingual classroom focused …
But You Are Changing Everything I know!’ Teachers’ Views of Pedagogical Change
This qualitative study analyzes how teachers change their pedagogies in response to a reading and writing intervention designed specifically for Biliterate Latine English language learners. Through the analysis of structured interviews this paper examines teachers' perceptions of and reactions to the intervention. Teachers responded to curricular change in three domains; surface, consensus, and mindful level changes. The level of change in classr…
Exploring Conceptions of Creativity and Latinidad in Environmental Education Through the Lens of Culturally Sustaining Pedagogy
Environmental education seeks to foster meaningful connections to local and global environments through creative nature experiences. Responding to critiques of historical inequities, practitioners are prioritizing equitable access for historically marginalized youth, particularly from Black, Indigenous, and Latinx communities; this identity-centered prioritization, while essential, generates questions of normativity, diversity, relevance, and eng…
A technological bridge to equity
Although the population of science teachers in the US lacks diversity, the technology used to teach science should be diverse and culturally connected. Culturally relevant frameworks for science call for science teaching to be situated in meaningful contexts. This study calls for the integration of CRP and situated cognition perspectives as a means of designing pedagogically effective virtual reality. This mixed-methods study explored N = 444 stu…
Bienvenidos a la conversación
In May 2023, the three of us met with Professor Emerita Ofelia García to share our goals for this Special Issue. Given her expertise in translanguaging, we asked if she would contribute a closing commentary. Noting our admiration of her and her colleagues' work over the past decade (García, 2011; García & Kleyn, 2016; García & Li, 2014; Otheguy et al., 2015) and the ways it has impacted our thinking and areas of research, Dr. García humbly expres…
Addressing media and information literacy in engineering design education
Engineering design entails making value‐laden judgments against ill‐defined, ambiguous, and/or competing sociotechnical criteria. In this article, we argue that such conditions make engineering designers particularly susceptible to the potentially deleterious effects of mis/disinformation in the processes and practices of engineering design, their engagement with people and communities, and in the production and evaluations of the artifacts they …
A technological bridge to equity
Although the population of science teachers in the US lacks diversity, the technology used to teach science should be diverse and culturally connected. Culturally relevant frameworks for science call for science teaching to be situated in meaningful contexts. This study calls for the integration of CRP and situated cognition perspectives as a means of designing pedagogically effective virtual reality. This mixed-methods study explored N = 444 stu…
Exploring Conceptions of Creativity and Latinidad in Environmental Education Through the Lens of Culturally Sustaining Pedagogy
Environmental education seeks to foster meaningful connections to local and global environments through creative nature experiences. Responding to critiques of historical inequities, practitioners are prioritizing equitable access for historically marginalized youth, particularly from Black, Indigenous, and Latinx communities; this identity-centered prioritization, while essential, generates questions of normativity, diversity, relevance, and eng…
Translanguaging in elementary science
In a phenomenon known as translanguaging, multilingual learners draw freely from their repertoires without regard for language boundaries. Although multilingual learners live their lives between languages in their communities, science education is just beginning to acknowledge the important role of their hybrid language practices for learning. This study investigated one translingual science event in a fourth grade multilingual classroom focused …
But You Are Changing Everything I know!’ Teachers’ Views of Pedagogical Change
This qualitative study analyzes how teachers change their pedagogies in response to a reading and writing intervention designed specifically for Biliterate Latine English language learners. Through the analysis of structured interviews this paper examines teachers' perceptions of and reactions to the intervention. Teachers responded to curricular change in three domains; surface, consensus, and mindful level changes. The level of change in classr…
Subjective Intelligence
Generative artificial intelligence (GenAI) is increasingly transforming science and engineering education through prompt-based interactions. While promising to transform how students learn engineering, GenAI’s increasing presence raises concerns about misinformation, bias, academic integrity, and inequity in learning environments, especially in the absence of clear guidelines for fair and appropriate access and use. This position paper advances a…
STEM Disciplines are More Diverse Than Undergraduate Courses Depict
College STEM curricula that depict scholars with marginalized identities could benefit students by disrupting pervasive and harmful stereotypes. Textbook analyses suggest that this potential has not yet been realized. However, textbook analyses do not present a complete picture of curricula, which also include slide presentations, assignments, lectures, and other materials. Given the methodological challenge of capturing depictions of marginalize…
Addressing media and information literacy in engineering design education
Engineering design entails making value‐laden judgments against ill‐defined, ambiguous, and/or competing sociotechnical criteria. In this article, we argue that such conditions make engineering designers particularly susceptible to the potentially deleterious effects of mis/disinformation in the processes and practices of engineering design, their engagement with people and communities, and in the production and evaluations of the artifacts they …
Bienvenidos a la conversación
In May 2023, the three of us met with Professor Emerita Ofelia García to share our goals for this Special Issue. Given her expertise in translanguaging, we asked if she would contribute a closing commentary. Noting our admiration of her and her colleagues' work over the past decade (García, 2011; García & Kleyn, 2016; García & Li, 2014; Otheguy et al., 2015) and the ways it has impacted our thinking and areas of research, Dr. García humbly expres…
Sociology (6 works) · Pedagogy (5 works) · Psychology (5 works) · Mathematics education (4 works) · Science education (4 works) · Multilingual Education and Policy (3 works) · Career Development and Diversity (2 works) · Cognition (2 works) · Computer Science (2 works) · Diverse Educational Innovations Studies (2 works)