Co‐creating a community of belonging and presence
Multilingual learners' experiences of science and language learning at an urban, inclusive STEM‐focused high school
Bibliographic Data
| ID | 21392675 |
|---|---|
| Authors | Jennifer N Tripp (0000-0001-9925-6927, Department of Learning and Instruction, Graduate School of Education University at Buffalo, SUNY Buffalo New York USA, corresponding author), Noemi Waight (0000-0002-0038-9517, Department of Learning and Instruction, Graduate School of Education University at Buffalo, SUNY Buffalo New York USA) |
| Year | 2024 |
| Volume | 108 |
| Issue | 1 |
| Pages | 25-62 |
| Publication date | 2024-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21827 |
| OpenAlex | W4386032429 |
| Language | EN |
| Citations received | 4 |
| References cited | 85 |
Science education reform efforts have called for teaching science to all students, yet the “Science for All” mantra has remained merely rhetoric. Given that multilingual learners continue to face inequities more broadly in the education system and in science, technology, engineering, and mathematics (STEM) subjects in particular, there has been renewed attention to conditions that support more equitable science learning opportunities. In this exploratory, qualitative case study, we intentionally centered the voices of ninth grade multilingual learners by examining their science experiences in a Regents Living Environment class at an urban, inclusive STEM‐focused high school (ISHS). Specifically, drawing from ecological and humanizing education theoretical perspectives, we investigated the elements of their experiences that were asset‐oriented and humanizing, which promoted a healthy science learning ecosystem, as well as the challenges that coexisted. Qualitative data analysis revealed four main themes. First, multilingual learners appreciated authentic engagement in hands‐on, science inquiry opportunities, including developing and implementing their own experiments. Students also noted feelings of joy, comfort, and belonging in their classroom environment that were supported by strong relationships and positive interactions among peers and their teachers. Moreover, students underscored the role of their teachers in intentionally co‐creating a science classroom community of belonging and excellence. There were, however, persistent challenges associated with learning science and English simultaneously, in the backdrop of a standardized English‐dominant, high‐stakes accountability context. These findings have implications for pedagogy, teacher preparation, research, and policy for a more inclusive, asset‐oriented, and humanizing science education for multilingual learners that broadens possibilities
Context (archaeology) · Mathematics education · Next Generation Science Standards · Pedagogy · Science education · Sociology · Indigenous and Place-Based Education · Parental Involvement in Education · Psychology · Science Education and Pedagogy
Learning to Feel Like a Scientist
Complicating the Image of Model Minority Success
Examining Classroom Science Practice Communities
STEM-Focused Academies in Urban Schools
A Humanizing Pedagogy
The Role of Context in Qualitative Case Study Research
Equity and justice in science education
Affordances of engineering with English learners
Scientific modeling and translanguaging
Reframing formative assessment for emergent bilinguals
Pathways of interest and participation
Asian American women in STEM in the lab with “White Men Named John”
Emotion, place, and practice
“Estoy Explorando Science”
Invisible multilingual Black and Brown girls
Actions for sociopolitical consciousness in a high school science class
Adding Flesh to the Bones
Interest and Self-Sustained Learning as Catalysts of Development
Underscoring the value of video analysis in multilingual and multicultural classroom contexts
Radical imagination and “otherwise possibilities” in qualitative research
Science teacher attitudes towards English learners
Resettled Refugee Youths’ Stories of Migration, Schooling, and Future
The Promise of Building Equitable Ecosystems for Learning
Emergent Bilinguals and Tesol
Examining the Structures That Impact English Language Learners’ Agency in Urban High Schools
Factors Affecting Technology Uses in Schools
Cultural processes in science education
Beyond the Methods Fetish
Inclusive STEM High School Design
Integrating Science And English Proficiency For English Language Learners
Dismantling anti-black linguistic racism in English language arts classrooms
Elimination, Dispossession, Transcendence
Unsettling race and language
| Unique citing works | 4 |
|---|---|
| Citations per year | 4 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |