Date of Award

5-2026

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Educational Leadership

First Reader/Committee Chair

Yin, Xinying

Abstract

Latina/os and African American students are underrepresented in STEM fields and STEM majors. Participation in STEM related activities and course work dwindles over the course of K-16 schooling, a phenomenon known as the leaky pipeline. Culturally relevant teaching is one practice that has been found to increase engagement and academic success among underrepresented student populations. This research project aims to study the impact of culturally relevant science teaching on the teacher and the students through a semester-long self- study in an eighth-grade middle school classroom. Data sources included daily reflection journals, critical friend debrief sessions with an advisor, student pre- and post-surveys, student work samples, and focus group interviews. In this self- study, several key strategies utilized were using bell ringers to learn about and learn from students, introducing scientists from different backgrounds and inviting a guest speaker aligned with students’ cultural background, adjusting curriculum in timing and context to integrate students’ interests and background, and allowing students’ inquiry to guide the curriculum. Through this iterative and reflective process, my assumptions about culture, students' engagement, and academic readiness were challenged and changed. I also went through an emotional journey of discomfort, vulnerability, pride and joy. During this study, I have observed increased student engagement in science classes. Notably, from pre- and post-surveys, student interest in taking high school STEM courses increased from 24% to 40%. This study indicates that culturally relevant teaching is an iterative and reflective process rather than a set of strategies. For teachers to fully engage in culturally relevant teaching, they need much more than a “toolbox”. Teachers need to be supported conceptually and emotionally, and allow themselves to be vulnerable to examine assumptions and possibly change beliefs. This can be done through communities of practice, clear expectations and goals, critical reflections, and mentor support.

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