A tale of two science classrooms: How different approaches to participation shape learning
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(2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/growing-and-sustaining-student-centered-science-cl\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Growing and Sustaining Student-Centered Science Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (p. 1-5). \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching has always been a crucial and underappreciated profession across the world. Almost everyone spends some time in a school, and in those spaces, teachers play an important role in designing and facilitating opportunities for participation and learning. Many people fondly remember a favorite teacher and classroom or, conversely, might hope to forget a school that made them feel rejected. While society might collectively forget, those of us who spend time in schools know that teachers and administrators have a great responsibility as we shape the lives of children. By representing and upholding equitable communities and participatory structures that ensure powerful learning opportunities for children, especially those from marginalized communities, teachers and administrators can help change the world…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Let’s peek]\u003c/span>\u003cspan style=\"font-weight: 400\"> into the classrooms of two teachers, who I will refer to as Teacher A and Teacher B. Both teachers graduated from the same teacher preparation program, and both taught life science in very diverse schools in the same district. However, Teacher A and Teacher B differed in how they chose to open up, or restrict, avenues for student talk and participation around knowledge in their science classrooms. Let’s look at an example from each class, both of which occurred at the beginning of the school year. As teachers and administrators, we know that the beginning of the school year is such an important time for building a foundation for a science community. For each example, imagine you are sitting in the room, as I was when I watched these lessons unfold, and immerse yourself in the sights and sounds of middle and high school science classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Teacher A’s classroom, students are learning about why identical twins look alike, and why differences might exist even with their similar DNA. Following the first lessons in which students share some initial ideas about why identical twins might look similar and begin to hear terms such as “dominant,” “recessive,” “trait,”, “allele,” Teacher A decides that students should complete Punnett squares to visualize how physical traits and alleles are related. If you need a quick refresher about Punnett squares, recall that a Punnett square provides a space for visualizing and writing potential allele combinations for one offspring given the parents’ alleles. A typical example usually includes a two-by-two table, with two alleles from one parent on the side of the table, and two alleles from another parent above the table.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this example, Teacher A demonstrated how to complete and interpret a Punnett square and asked students, in groups of two or three, to attempt three example squares as practice. After showing students how to correctly complete the squares, Teacher A wrote a new square on the whiteboard for students to attempt individually. As the murmurs of talk receded into individual pondering of the problem, a quiet student — one I had never heard speak in class before this moment — raised his hand. Tentatively, he asked, “Excuse me, Ms. [A]? I have a question. When we do Punnett squares, we also do examples with four kids. What if there are five kids? Where does the fifth kid go?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s pause here, in this moment, to think about the layers of what the quiet student said. For some people, the focus might fall on science knowledge and the student’s “incorrect” idea about Punnett squares; after all, the cells in a Punnett square provide a space for people to record possible allele combinations for an individual, and do not represent multiple children. Others might be interested in the student deciding to share a question in the class. What prompted this student to speak at this time, when they had never previously spoken in class? Another layer is that the student might be speaking on behalf of other students in the class. After all, if one student thinks that Punnett Squares illustrate multiple children, how many other students have the same question?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Teacher A could have been considering any of those possibilities, their thinking remained invisible as they said back to the student: “That’s not how this works. We need to keep moving to finish the practice problems.” While this talk move (a talk move is a statement made by a teacher or student to open up or restrict future classroom talk) may seem routine to some teacher and administrators, from the perspective of this student, Teacher A’s words caused silence. Whenever I visited the classroom for the remainder of the school year, this student never spoke in class again — not to the teacher, other students, or administrators who entered the space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s move from Teacher A’s classroom to Teacher B’s classroom, just a few miles away. In Teacher B’s classroom, students were learning about evolution by asking “How did we get chihuahuas from wolves?” which a student asked Teacher B in the hallway after school early in the academic year. Before the class began, Teacher B told me that they wanted to make students feel like their ideas had value, and that, like scientists, ideas about the world could be put into the public plane of talk and analyzed by a larger community. For this lesson, Teacher B created a poster using a large piece of construction paper and wrote a title: “Our hypotheses: From Wolf to Woof.” After students had five minutes to discuss ideas in pairs, Teacher B announced that the whole class would now think together, given their discussions. To catalyze the conversation, Teacher B asked students to share ideas about why chihuahuas exist, especially if they look so different from wolves. Importantly, Teacher B told the class to share ideas, if possible, that they considered during conversations with peers. After several students offered hypotheses (“Maybe the DNA changed because of a mutation,” “Maybe a wolf had pups that were all really different in size”), a series of student comments occurred in quick succession:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 1:\u003c/strong> “Maybe mating with a rabbit would make a dog small.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> “Yeah, a rabbit would make a small baby, not a Great Dane.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> “What about the ankle biter? Maybe a wolf mated with a rabbit to make an ankle biter.” [The class started calling chihuahuas “ankle biters” as a joke.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Again, let’s pause here to consider the layers of complexity that arise \u003c/span>\u003cspan style=\"font-weight: 400\">simultaneously when these students shared ideas. Some teachers and administrators might worry about the students’ wrong ideas — we know that wolves and rabbits cannot create babies together. Other people might wonder about the students’ purpose in sharing ideas: Were they seeking attention, or purposefully trying to disrupt the class? Still others might be focused on Teacher B’s actions, questioning whether such a conversation is a productive use of class time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher B, however, recognized this moment as a point of departure from instruction that might limit students’ opportunities to engage in knowledge practices in a classroom. Here’s how the next minute of class unfolded:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> “Wait, why did you just joke that a rabbit mating with a wolf would make an ankle-biter dog as opposed to a Great Dane?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Maybe because . . . rabbits are small. And ankle biters are small.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> Oh, you feel my word. [Student 2 originally injected “ankle biter” into the science community.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> It’s become a class word now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Right. Rabbits have big ears. And ankle biters have ears that bend and look like rabbit ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> So what are you really suggesting about where chihuahuas get their traits?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>MULTIPLE STUDENTS IN CLASS CALL OUT:\u003c/strong> From their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students chimed into the discussion, the classroom talk exploded. Almost every student in the class raised their hand to contribute to the conversation, and by the end of class, three important ideas emerged: (1) parents must be close together to make babies (but all parents or just some species?, several students wondered); (2) Babies get traits from parents; (3) not all babies are identical to parents (some students wondered about animals that can clone themselves). Teacher B recorded these three ideas on the poster and told the students that their homework was to observe animals in the neighborhood to see if they all looked alike.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While these examples show a snapshot of the science communities found in the classrooms of Teacher A and Teacher B, there are three important features of the communities to highlight as a foundation for this book and our work as science teachers. First, how Teacher A and Teacher B opened up or constrained opportunities for student talk set the tone for the remainder of the school year. Students pay attention to teachers’ words and actions, and they notice how teachers respond to their ideas. Second, Teacher A and Teacher B sent different messages to students about what counts as a good statement to say out loud. By denying or valuing students’ statements, teachers demonstrate to students what words and ideas matter, and what words and ideas should remain silent. Third, Teacher A and Teacher B treated the purpose of participation differently. Teacher A wanted students to say correct answers and complete predetermined practice problems, while Teacher B helped students to shape the direction of knowledge production in the classroom by asking for multiple hypotheses, generating and using language to describe a phenomenon, and by encouraging and supporting students to share ideas. Each of these features sends visible and invisible messages to students about what knowledge matters, how knowledge should be invoked and used in a classroom, and who is allowed to share ideas and claims to knowledge in a classroom.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61321 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Stroupe-David.jpg\" alt=\"\" width=\"138\" height=\"165\">\u003cem>\u003ca href=\"https://education.msu.edu/people/Stroupe-David/\" target=\"_blank\" rel=\"noopener\">David Stroupe\u003c/a> is an associate professor of teacher education and science education, the associate director of STEM Teacher Education at the CREATE for STEM Institute, and the Director of Science and Society at State at Michigan State University. He has three overlapping areas of research interests anchored around ambitious and equitable teaching. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students disrupt epistemic injustice through the negotiation of power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years.\u003c/em>\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"The ways a teacher chooses to open up or constrain opportunities for student talk sets the tone for classroom engagement. David Stroupe explores two examples from science classes in an excerpt from his book, \"Growing and Sustaining Student-Centered Science Classrooms.\"","status":"publish","parent":0,"modified":1682642172,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1829},"headData":{"title":"A tale of two science classrooms: How different approaches to participation shape learning | KQED","description":"The ways a teacher chooses to open up or constrain opportunities for student talk sets the tone for classroom engagement.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A tale of two science classrooms: How different approaches to participation shape learning","datePublished":"2023-04-04T10:00:33.000Z","dateModified":"2023-04-28T00:36:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61319/a-tale-of-two-science-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Stroupe, D. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/growing-and-sustaining-student-centered-science-cl\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Growing and Sustaining Student-Centered Science Classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (p. 1-5). \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching has always been a crucial and underappreciated profession across the world. Almost everyone spends some time in a school, and in those spaces, teachers play an important role in designing and facilitating opportunities for participation and learning. Many people fondly remember a favorite teacher and classroom or, conversely, might hope to forget a school that made them feel rejected. While society might collectively forget, those of us who spend time in schools know that teachers and administrators have a great responsibility as we shape the lives of children. By representing and upholding equitable communities and participatory structures that ensure powerful learning opportunities for children, especially those from marginalized communities, teachers and administrators can help change the world…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Let’s peek]\u003c/span>\u003cspan style=\"font-weight: 400\"> into the classrooms of two teachers, who I will refer to as Teacher A and Teacher B. Both teachers graduated from the same teacher preparation program, and both taught life science in very diverse schools in the same district. However, Teacher A and Teacher B differed in how they chose to open up, or restrict, avenues for student talk and participation around knowledge in their science classrooms. Let’s look at an example from each class, both of which occurred at the beginning of the school year. As teachers and administrators, we know that the beginning of the school year is such an important time for building a foundation for a science community. For each example, imagine you are sitting in the room, as I was when I watched these lessons unfold, and immerse yourself in the sights and sounds of middle and high school science classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Teacher A’s classroom, students are learning about why identical twins look alike, and why differences might exist even with their similar DNA. Following the first lessons in which students share some initial ideas about why identical twins might look similar and begin to hear terms such as “dominant,” “recessive,” “trait,”, “allele,” Teacher A decides that students should complete Punnett squares to visualize how physical traits and alleles are related. If you need a quick refresher about Punnett squares, recall that a Punnett square provides a space for visualizing and writing potential allele combinations for one offspring given the parents’ alleles. A typical example usually includes a two-by-two table, with two alleles from one parent on the side of the table, and two alleles from another parent above the table.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this example, Teacher A demonstrated how to complete and interpret a Punnett square and asked students, in groups of two or three, to attempt three example squares as practice. After showing students how to correctly complete the squares, Teacher A wrote a new square on the whiteboard for students to attempt individually. As the murmurs of talk receded into individual pondering of the problem, a quiet student — one I had never heard speak in class before this moment — raised his hand. Tentatively, he asked, “Excuse me, Ms. [A]? I have a question. When we do Punnett squares, we also do examples with four kids. What if there are five kids? Where does the fifth kid go?”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s pause here, in this moment, to think about the layers of what the quiet student said. For some people, the focus might fall on science knowledge and the student’s “incorrect” idea about Punnett squares; after all, the cells in a Punnett square provide a space for people to record possible allele combinations for an individual, and do not represent multiple children. Others might be interested in the student deciding to share a question in the class. What prompted this student to speak at this time, when they had never previously spoken in class? Another layer is that the student might be speaking on behalf of other students in the class. After all, if one student thinks that Punnett Squares illustrate multiple children, how many other students have the same question?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Teacher A could have been considering any of those possibilities, their thinking remained invisible as they said back to the student: “That’s not how this works. We need to keep moving to finish the practice problems.” While this talk move (a talk move is a statement made by a teacher or student to open up or restrict future classroom talk) may seem routine to some teacher and administrators, from the perspective of this student, Teacher A’s words caused silence. Whenever I visited the classroom for the remainder of the school year, this student never spoke in class again — not to the teacher, other students, or administrators who entered the space.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s move from Teacher A’s classroom to Teacher B’s classroom, just a few miles away. In Teacher B’s classroom, students were learning about evolution by asking “How did we get chihuahuas from wolves?” which a student asked Teacher B in the hallway after school early in the academic year. Before the class began, Teacher B told me that they wanted to make students feel like their ideas had value, and that, like scientists, ideas about the world could be put into the public plane of talk and analyzed by a larger community. For this lesson, Teacher B created a poster using a large piece of construction paper and wrote a title: “Our hypotheses: From Wolf to Woof.” After students had five minutes to discuss ideas in pairs, Teacher B announced that the whole class would now think together, given their discussions. To catalyze the conversation, Teacher B asked students to share ideas about why chihuahuas exist, especially if they look so different from wolves. Importantly, Teacher B told the class to share ideas, if possible, that they considered during conversations with peers. After several students offered hypotheses (“Maybe the DNA changed because of a mutation,” “Maybe a wolf had pups that were all really different in size”), a series of student comments occurred in quick succession:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 1:\u003c/strong> “Maybe mating with a rabbit would make a dog small.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> “Yeah, a rabbit would make a small baby, not a Great Dane.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> “What about the ankle biter? Maybe a wolf mated with a rabbit to make an ankle biter.” [The class started calling chihuahuas “ankle biters” as a joke.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Again, let’s pause here to consider the layers of complexity that arise \u003c/span>\u003cspan style=\"font-weight: 400\">simultaneously when these students shared ideas. Some teachers and administrators might worry about the students’ wrong ideas — we know that wolves and rabbits cannot create babies together. Other people might wonder about the students’ purpose in sharing ideas: Were they seeking attention, or purposefully trying to disrupt the class? Still others might be focused on Teacher B’s actions, questioning whether such a conversation is a productive use of class time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher B, however, recognized this moment as a point of departure from instruction that might limit students’ opportunities to engage in knowledge practices in a classroom. Here’s how the next minute of class unfolded:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> “Wait, why did you just joke that a rabbit mating with a wolf would make an ankle-biter dog as opposed to a Great Dane?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Maybe because . . . rabbits are small. And ankle biters are small.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 2:\u003c/strong> Oh, you feel my word. [Student 2 originally injected “ankle biter” into the science community.]\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> It’s become a class word now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>STUDENT 3:\u003c/strong> Right. Rabbits have big ears. And ankle biters have ears that bend and look like rabbit ears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>TEACHER B:\u003c/strong> So what are you really suggesting about where chihuahuas get their traits?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>MULTIPLE STUDENTS IN CLASS CALL OUT:\u003c/strong> From their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once students chimed into the discussion, the classroom talk exploded. Almost every student in the class raised their hand to contribute to the conversation, and by the end of class, three important ideas emerged: (1) parents must be close together to make babies (but all parents or just some species?, several students wondered); (2) Babies get traits from parents; (3) not all babies are identical to parents (some students wondered about animals that can clone themselves). Teacher B recorded these three ideas on the poster and told the students that their homework was to observe animals in the neighborhood to see if they all looked alike.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While these examples show a snapshot of the science communities found in the classrooms of Teacher A and Teacher B, there are three important features of the communities to highlight as a foundation for this book and our work as science teachers. First, how Teacher A and Teacher B opened up or constrained opportunities for student talk set the tone for the remainder of the school year. Students pay attention to teachers’ words and actions, and they notice how teachers respond to their ideas. Second, Teacher A and Teacher B sent different messages to students about what counts as a good statement to say out loud. By denying or valuing students’ statements, teachers demonstrate to students what words and ideas matter, and what words and ideas should remain silent. Third, Teacher A and Teacher B treated the purpose of participation differently. Teacher A wanted students to say correct answers and complete predetermined practice problems, while Teacher B helped students to shape the direction of knowledge production in the classroom by asking for multiple hypotheses, generating and using language to describe a phenomenon, and by encouraging and supporting students to share ideas. Each of these features sends visible and invisible messages to students about what knowledge matters, how knowledge should be invoked and used in a classroom, and who is allowed to share ideas and claims to knowledge in a classroom.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61321 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Stroupe-David.jpg\" alt=\"\" width=\"138\" height=\"165\">\u003cem>\u003ca href=\"https://education.msu.edu/people/Stroupe-David/\" target=\"_blank\" rel=\"noopener\">David Stroupe\u003c/a> is an associate professor of teacher education and science education, the associate director of STEM Teacher Education at the CREATE for STEM Institute, and the Director of Science and Society at State at Michigan State University. He has three overlapping areas of research interests anchored around ambitious and equitable teaching. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students disrupt epistemic injustice through the negotiation of power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. David has a background in biology and taught secondary life science for four years.\u003c/em>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61319/a-tale-of-two-science-classrooms","authors":["4354"],"categories":["mindshift_21512","mindshift_21491","mindshift_20524","mindshift_193"],"tags":["mindshift_20786","mindshift_1028","mindshift_20701","mindshift_989","mindshift_20703","mindshift_551","mindshift_47","mindshift_21138","mindshift_391","mindshift_20616","mindshift_20852"],"featImg":"mindshift_61322","label":"mindshift"},"mindshift_60885":{"type":"posts","id":"mindshift_60885","meta":{"index":"posts_1591205157","site":"mindshift","id":"60885","score":null,"sort":[1674558024000]},"guestAuthors":[],"slug":"how-to-create-a-stem-dream-culture-for-all-students","title":"How to create a STEM dream culture for all students","publishDate":1674558024,"format":"audio","headTitle":"How to create a STEM dream culture for all students | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Can you imagine a class where students have uninterrupted time to play, dream and create with their peers? Giving students the room to be curious and imaginative is fundamental to building what former math and science teacher \u003c/span>\u003ca href=\"https://twitter.com/chrisemdin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Christopher Emdin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> calls a dream culture. “If you give young people the space and time to play and dream, something is activated within them that supports them in every facet of their lives,” said Emdin, who is an education professor at the University of Southern California. He’s a firm believer that a dream culture is key to deepening students’ engagement and sense of belonging in science, technology, engineering and math (STEM) disciplines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students who are girls, Black and Latinx are likely to experience doubts about their STEM abilities due to the lack of diversity in these fields. \u003c/span>\u003ca href=\"https://www.pewresearch.org/science/2021/04/01/stem-jobs-see-uneven-progress-in-increasing-gender-racial-and-ethnic-diversity/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Black and Latinx people are underrepresented in STEM jobs. And while women make up half of the STEM workforce, they remain underrepresented in various professions, including computer and engineering jobs. Emdin’s book \u003c/span>\u003ca href=\"https://leadered.com/publications/stemsteammakedream/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“STEM, STEAM, Make, Dream”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> outlines how teachers can make STEM education more inclusive, support students in reimagining their relationship to STEM subjects and help their learners become better dreamers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Show that STEM is subjective\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">STEM, a concept popularized in the early 2000s, merges together four powerful areas of study, and schools have increasingly sought to prepare students to pursue careers in these fields. Teachers may see objectivity and cold hard facts as the best way to promote rigor in STEM learning, but Emdin thinks this perspective is limiting because it does not acknowledge that life experiences and perspectives shape scientific inquiry. “To be objective is to be at a place of detachment from the human experience,” writes Emdin in his book. “It’s being at a place where one is not connected to how people feel or experience this world.” \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2735658390&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recognizing subjectivity in STEM can make it more culturally relevant to students. Teachers who want to embrace STEM’s subjectivity can acknowledge that many cultures have STEM traditions that may not be included in textbooks. Additionally, women’s contributions to STEM \u003c/span>\u003ca href=\"https://www.pbs.org/video/the-secret-of-life-1633038089/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have been largely erased\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Emdin told MindShift that centering diverse people’s scientific and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54983/10-nonfiction-childrens-books-that-humanize-mathematics\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">mathematical discoveries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reveals how bias has long been a part of the discipline and invites students to connect to a more robust picture of STEM.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Subjectivity means knowing who you are, where you are, where you’ve been within [STEM], and then bringing that to the discipline to help the discipline heal from its missteps historically,” said Emdin. In his book, he spotlights \u003c/span>\u003ca href=\"https://mariobenabe.com/bio/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">math educator Mario Benabe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who teaches high school students about \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SEiTHJdNAg4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">indigenous methods for measurement and calculation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and ethnomathematician Ron Eglash, who \u003c/span>\u003ca href=\"https://csdt.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">created lesson plans about the math principles involved in cornrow hair braiding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Indigenous Mathematics\" width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/SEiTHJdNAg4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Embrace emotions in the scientific process\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emotions might not be the first things that come to mind when one thinks about STEM education. However, putting emphasis on feelings over facts can give students permission to bring their authentic selves to STEM classes. “For teachers with the goal to connect learners to STEM, the emotions that either exist or do not exist are essential to understand,” Emdin writes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if a student feels frustrated because they’re struggling to balance an equation, teachers can reassure them that big feelings are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">natural when solving tough problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers may say that being frustrated doesn’t mean that they are not smart enough or that STEM is too hard for them. It could mean that they identified an area where they need more support, information or practice. \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2007.00004.x\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">emotions can lead to deeper learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and enable students to access their passion for academic subjects. If a student is feeling apathetic, they may be communicating that they need more culturally relevant examples to stoke their interest and help them feel more invested.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not demeaning or anti-rigorous for you to begin conversations around STEM with emotion,” said Emdin. “We can teach that way and still get our intellectual rigor and academic heft.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>See students as scientists \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students remember their bad experiences with learning STEM, which can lead to \u003ca href=\"https://www.kqed.org/mindshift/59420/why-students-say-stem-is-hard-and-what-educators-can-do-about-it\" target=\"_blank\" rel=\"noopener\">feelings of disconnection or fear\u003c/a>. “I’ve seen children in sixth grade who, when introduced to a scientific algebraic formula, will literally shrink in their seats and break out in sweats,” Emdin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help young people develop a positive STEM identity, he recommends that teachers point out students’ science-mindedness, which is “the skills, traits, attributes and dispositions of the most prolific and brilliant scientists and mathematicians of our time.” Instead of focusing on a student’s content knowledge or rote memorization, teachers can uplift skills that students are using all the time in social interactions and hobbies. For instance, a teacher might notice and compliment a child’s keen observation skills, analytical nature or the questions they pose. Then, teachers can note how well-known experts in STEM have these same traits. For example, they might mention that the way a student asks questions reminds them of Nobel Prize-winning physicist \u003ca href=\"https://www.nobelprize.org/prizes/physics/1922/bohr/biographical/\" target=\"_blank\" rel=\"noopener\">Niels Bohr\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You start attaching their inherent characteristics that they’ve used to form their identity with STEM. And slowly you build upon those inherent strengths, and then you introduce more in-depth scientific skills,” said Emdin. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5969448/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that adding an arts component to STEM education, also known as STEAM, can provide another avenue for students to find their identities within these subjects. “The arts are the essence of our collective humanity that awakens us to our best selves,” said Emdin, who also serves as the \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SyDaOJuCb3I\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">scholar/griot in residence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the Lincoln Center for Performing Arts and is the creator of \u003c/span>\u003ca href=\"https://hiphoped.com/science-genius/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Science Genius\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a program that explores hip hop and science.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He also encourages educators to expand the “A” in STEAM to include two more words: ancestry, which invites students to consider cultural contributions to science, and authenticity, which examines how students can bring their full selves to scientific inquiry. “It’s essential for us to be able to deconstruct [STEAM] and then reconstruct it in ways that are more inclusive, more diverse, and more honoring of indigenous knowledge, of traditional knowledges and localized knowledges,” he said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dreaming can be powerful and transformative. When students have a strong STEM identity, they’re able to dream about themselves and the world in ways that weren’t possible before. “I think we need to offer that luxury to young people. Time should not just be an affordance of those who are privileged,” Emdin said. “Poor folks, Black and brown folks, and marginalized folks need to have the luxury of time to play and time to dream.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Christopher Emdin’s book “STEM, STEAM, Make, Dream” explores how teachers can make STEM education more inclusive and support students in reimagining their relationship to STEM subjects. ","status":"publish","parent":0,"modified":1700528850,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1173},"headData":{"title":"How to create a STEM dream culture for all students | KQED","description":"Christopher Emdin’s book “STEM, STEAM, Make, Dream” explores how teachers can make science, technology, engineering and mathematics (STEM) education more inclusive.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Christopher Emdin’s book “STEM, STEAM, Make, Dream” explores how teachers can make science, technology, engineering and mathematics (STEM) education more inclusive.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to create a STEM dream culture for all students","datePublished":"2023-01-24T11:00:24.000Z","dateModified":"2023-11-21T01:07:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC2735658390.mp3?updated=1674508083","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60885/how-to-create-a-stem-dream-culture-for-all-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Can you imagine a class where students have uninterrupted time to play, dream and create with their peers? Giving students the room to be curious and imaginative is fundamental to building what former math and science teacher \u003c/span>\u003ca href=\"https://twitter.com/chrisemdin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Christopher Emdin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> calls a dream culture. “If you give young people the space and time to play and dream, something is activated within them that supports them in every facet of their lives,” said Emdin, who is an education professor at the University of Southern California. He’s a firm believer that a dream culture is key to deepening students’ engagement and sense of belonging in science, technology, engineering and math (STEM) disciplines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students who are girls, Black and Latinx are likely to experience doubts about their STEM abilities due to the lack of diversity in these fields. \u003c/span>\u003ca href=\"https://www.pewresearch.org/science/2021/04/01/stem-jobs-see-uneven-progress-in-increasing-gender-racial-and-ethnic-diversity/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Black and Latinx people are underrepresented in STEM jobs. And while women make up half of the STEM workforce, they remain underrepresented in various professions, including computer and engineering jobs. Emdin’s book \u003c/span>\u003ca href=\"https://leadered.com/publications/stemsteammakedream/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“STEM, STEAM, Make, Dream”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> outlines how teachers can make STEM education more inclusive, support students in reimagining their relationship to STEM subjects and help their learners become better dreamers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Show that STEM is subjective\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">STEM, a concept popularized in the early 2000s, merges together four powerful areas of study, and schools have increasingly sought to prepare students to pursue careers in these fields. Teachers may see objectivity and cold hard facts as the best way to promote rigor in STEM learning, but Emdin thinks this perspective is limiting because it does not acknowledge that life experiences and perspectives shape scientific inquiry. “To be objective is to be at a place of detachment from the human experience,” writes Emdin in his book. “It’s being at a place where one is not connected to how people feel or experience this world.” \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2735658390&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recognizing subjectivity in STEM can make it more culturally relevant to students. Teachers who want to embrace STEM’s subjectivity can acknowledge that many cultures have STEM traditions that may not be included in textbooks. Additionally, women’s contributions to STEM \u003c/span>\u003ca href=\"https://www.pbs.org/video/the-secret-of-life-1633038089/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have been largely erased\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Emdin told MindShift that centering diverse people’s scientific and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54983/10-nonfiction-childrens-books-that-humanize-mathematics\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">mathematical discoveries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reveals how bias has long been a part of the discipline and invites students to connect to a more robust picture of STEM.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Subjectivity means knowing who you are, where you are, where you’ve been within [STEM], and then bringing that to the discipline to help the discipline heal from its missteps historically,” said Emdin. In his book, he spotlights \u003c/span>\u003ca href=\"https://mariobenabe.com/bio/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">math educator Mario Benabe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who teaches high school students about \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SEiTHJdNAg4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">indigenous methods for measurement and calculation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and ethnomathematician Ron Eglash, who \u003c/span>\u003ca href=\"https://csdt.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">created lesson plans about the math principles involved in cornrow hair braiding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Indigenous Mathematics\" width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/SEiTHJdNAg4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Embrace emotions in the scientific process\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emotions might not be the first things that come to mind when one thinks about STEM education. However, putting emphasis on feelings over facts can give students permission to bring their authentic selves to STEM classes. “For teachers with the goal to connect learners to STEM, the emotions that either exist or do not exist are essential to understand,” Emdin writes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if a student feels frustrated because they’re struggling to balance an equation, teachers can reassure them that big feelings are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">natural when solving tough problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers may say that being frustrated doesn’t mean that they are not smart enough or that STEM is too hard for them. It could mean that they identified an area where they need more support, information or practice. \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2007.00004.x\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">emotions can lead to deeper learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and enable students to access their passion for academic subjects. If a student is feeling apathetic, they may be communicating that they need more culturally relevant examples to stoke their interest and help them feel more invested.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not demeaning or anti-rigorous for you to begin conversations around STEM with emotion,” said Emdin. “We can teach that way and still get our intellectual rigor and academic heft.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>See students as scientists \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students remember their bad experiences with learning STEM, which can lead to \u003ca href=\"https://www.kqed.org/mindshift/59420/why-students-say-stem-is-hard-and-what-educators-can-do-about-it\" target=\"_blank\" rel=\"noopener\">feelings of disconnection or fear\u003c/a>. “I’ve seen children in sixth grade who, when introduced to a scientific algebraic formula, will literally shrink in their seats and break out in sweats,” Emdin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help young people develop a positive STEM identity, he recommends that teachers point out students’ science-mindedness, which is “the skills, traits, attributes and dispositions of the most prolific and brilliant scientists and mathematicians of our time.” Instead of focusing on a student’s content knowledge or rote memorization, teachers can uplift skills that students are using all the time in social interactions and hobbies. For instance, a teacher might notice and compliment a child’s keen observation skills, analytical nature or the questions they pose. Then, teachers can note how well-known experts in STEM have these same traits. For example, they might mention that the way a student asks questions reminds them of Nobel Prize-winning physicist \u003ca href=\"https://www.nobelprize.org/prizes/physics/1922/bohr/biographical/\" target=\"_blank\" rel=\"noopener\">Niels Bohr\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You start attaching their inherent characteristics that they’ve used to form their identity with STEM. And slowly you build upon those inherent strengths, and then you introduce more in-depth scientific skills,” said Emdin. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5969448/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that adding an arts component to STEM education, also known as STEAM, can provide another avenue for students to find their identities within these subjects. “The arts are the essence of our collective humanity that awakens us to our best selves,” said Emdin, who also serves as the \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SyDaOJuCb3I\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">scholar/griot in residence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the Lincoln Center for Performing Arts and is the creator of \u003c/span>\u003ca href=\"https://hiphoped.com/science-genius/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Science Genius\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a program that explores hip hop and science.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He also encourages educators to expand the “A” in STEAM to include two more words: ancestry, which invites students to consider cultural contributions to science, and authenticity, which examines how students can bring their full selves to scientific inquiry. “It’s essential for us to be able to deconstruct [STEAM] and then reconstruct it in ways that are more inclusive, more diverse, and more honoring of indigenous knowledge, of traditional knowledges and localized knowledges,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dreaming can be powerful and transformative. When students have a strong STEM identity, they’re able to dream about themselves and the world in ways that weren’t possible before. “I think we need to offer that luxury to young people. Time should not just be an affordance of those who are privileged,” Emdin said. “Poor folks, Black and brown folks, and marginalized folks need to have the luxury of time to play and time to dream.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60885/how-to-create-a-stem-dream-culture-for-all-students","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_21250","mindshift_20684","mindshift_20980","mindshift_20967","mindshift_21223","mindshift_392","mindshift_551","mindshift_20683","mindshift_47","mindshift_21138","mindshift_391","mindshift_20759"],"featImg":"mindshift_60887","label":"mindshift_21847"},"mindshift_49230":{"type":"posts","id":"mindshift_49230","meta":{"index":"posts_1591205157","site":"mindshift","id":"49230","score":null,"sort":[1505710336000]},"guestAuthors":[],"slug":"how-a-stereotype-threat-intervention-can-help-students-in-stem-fields","title":"How A Stereotype Threat Intervention Can Help Students in STEM Fields","publishDate":1505710336,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When he came to the United States 12 years ago, Edgar Velazquez hardly spoke a word of English. Most days of his first year, the 14-year-old Mexican immigrant went to the library after school to read the dictionary, determined to learn 250 words — the minimum for basic conversation.\u003c/p>\n\u003cp>At home, Velazquez often did his homework in the bathroom. It was the quietest spot in his family's 500 square-foot studio in the Tenderloin, a San Francisco neighborhood with \"needles on the ground and a lot of homeless on the streets,\" he recalls.\u003c/p>\n\u003cp>His hard work paid off. Velazquez graduated from San Francisco State University last year with a bachelor's degree in biology. He's now applying to medical school. Over coffee at the student center on a recent Monday morning, he spoke about his journey with calm fluency.\u003c/p>\n\u003cp>Still, Velazquez recalls that when meeting with school instructors or lab mentors, he worried about his accent and stressed over what they might think of him, the rare Latino pursuing a biomedical career. At times \"I was so nervous,\" he says, \"I could barely put a sentence together.\"\u003c/p>\n\u003cp>Psychologists call this type of worry \"stereotype threat\"\u003cem> — \u003c/em>the fear of confirming a negative stereotype about one's social group. \"It's unconscious most of the time, but it takes up energy,\" says SFSU biology professor \u003ca href=\"http://biology.sfsu.edu/people/leti\">Leticia Márquez-Magaña\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At the time, Velasquez didn't realize his feelings were common among minorities, particularly those who are underrepresented in science and technology fields.\u003c/p>\n\u003cp>Stereotype threat can drive up a person's heart rate, raise stress hormones, and \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/psyp.12580/abstract\">sap working memory\u003c/a>, leaving less brainpower for the task at hand. Studies have shown that such worry can make women and minorities \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1111/1467-9280.00272\">choke on math exams\u003c/a>. These experiences breed feelings of inadequacy and isolation that lead some to drop a course or even \u003ca href=\"http://www.npr.org/2012/07/12/156664337/stereotype-threat-why-women-quit-science-jobs\">leave science\u003c/a>.\u003c/p>\n\u003cp>SFSU researchers developed a short online tutorial to educate students about stereotype threat. They focused on ethnic groups less likely to pursue science and showed, in a recent study, that the program helped these students perform better at school and build mental resilience against future threats.\u003c/p>\n\u003cp>The work is part of the university's larger effort to create a safe, affirming culture where minorities — which make up more than half the student body — can thrive. Márquez-Magaña leads this program, called \u003ca href=\"https://sfbuild.sfsu.edu/home\">SF BUILD\u003c/a> (Building Infrastructure Leading to Diversity).\u003c/p>\n\u003cp>The university launched the initiative in fall 2014 with a $17 million grant from the National Institutes of Health. SF BUILD is one of 10 \u003ca href=\"https://diversityprogramconsortium.org/pages/build\">NIH-funded sites\u003c/a> testing strategies to expand the pool of students who choose biomedical careers.\u003c/p>\n\u003cp>Of course, diversity initiatives aren't new. For decades the NIH has used them in hopes of recruiting more minority researchers. But until recently, the agency hadn't rolled out the programs in a coordinated way to see if they were making a difference, says cardiologist \u003ca href=\"https://www.nhlbi.nih.gov/research/intramural/researchers/pi/valantine-hannah\">Hannah Valantine\u003c/a>, the chief officer of scientific workforce diversity at NIH.\u003c/p>\n\u003cp>After the Institutes reviewed a 2011 analysis that found African Americans significantly \u003ca href=\"http://www.npr.org/2011/08/22/139850480/blacks-at-disadvantage-in-winning-research-grants\">less likely\u003c/a> than white applicants to win NIH research grants, it pushed for a deeper look. It formed a committee to address \"this big question of how we enhance diversity in the scientific workforce,\" Valantine says, \"... to understand what kinds of programs work, how they work and for whom they work.\"\u003c/p>\n\u003cp>When the NIH asked universities to propose new strategies to boost diversity in biomedicine, Márquez-Magaña went to her colleague, \u003ca href=\"http://online.sfsu.edu/abenzeev/abenzeev/Avi_Ben-Zeev.html\">Avi Ben-Zeev\u003c/a>, a cognitive psychologist. Ben-Zeev studies stereotype threat. The two worked together to build and test the web-based tutorial for students. Those findings appear in the June issue of \u003ca href=\"http://www.mdpi.com/2227-7102/7/2/65\">\u003cem>Education Sciences\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>The results indicate that directly discussing the phenomena of stereotype threat appears to help students of ethnic groups underrepresented in science as well, if not better, than traditional approaches that bolster students without specifically talking about stereotypes.\u003c/p>\n\u003cp>Past research shows minority students can be helped by being prompted to think about things they care about like sports, friends, or religion. It's called affirmation training. Asking students to recall these values nurtures a broader sense of self and makes individual threats, such as a math test, seem less daunting, says Stanford psychologist \u003ca href=\"http://gregorywalton-stanford.weebly.com/\">Greg Walton\u003c/a>. Indeed, a \u003ca href=\"https://diversity.llnl.gov/content/pages/docs/walton.pdf\">study\u003c/a> by Walton and colleagues showed that so-called affirmation training can improve women's attitudes about school and raise their science GPAs.\u003c/p>\n\u003cp>But sometimes relying on affirmation falls short. \"There's no acknowledgment or overt discussion of stereotypes that can affect you,\" says Ben-Zeev.\u003c/p>\n\u003cp>He and colleagues came up with a more direct approach, teaching students what stereotype threat is, then having them develop coping strategies based on how they've successfully dealt with past threats. The online tutorial they developed is called Speaking Truth to EmPower (STEP).\u003c/p>\n\u003cp>To test it, the researchers recruited 670 undergraduates in science, technology, engineering and math majors of all races and gave them a set of abstract reasoning puzzles. They told the students these were hard puzzles designed to measure intelligence. It's a subtle comment, but powerful enough to prime stereotype threat in vulnerable groups.\u003c/p>\n\u003cp>Participants were randomly assigned to receive no intervention, affirmation training, or the new STEP tutorial. For each, researchers noted their score on the puzzles and checked their grades at the end of the semester.\u003c/p>\n\u003cp>On puzzle solving, both affirmation and STEP essentially erased the performance deficit of Black, Latino, Latina, and Native American students. To some extent STEP also raised math and science grades in these underrepresented minorities. The results were encouraging \"because some people thought speaking truth might actually make people do worse,\" says Ben-Zeev.\u003c/p>\n\u003cp>The analysis had a third component — a survey that gauges how much a person cares about being judged through stereotypes. \"To open yourself to caring about something you never thought you would do, or that your group is not supposed to be doing ... that's a vulnerability,\" says Ben-Zeev, who feels a personal connection to his research. He grew up in Israel with working-class parents who didn't expect him to go to college.\u003c/p>\n\u003cp>Measuring stereotype concern is important because it predicts how easily someone succumbs to these threats, he says. In the study, STEP reduced stereotype concern in vulnerable groups — but the affirmation intervention did not.\u003c/p>\n\u003cp>So, while both interventions improved test performance, STEP seemed better at creating resilience. \"If people are experiencing threats on a regular basis,\" says Walton, \"it may be that the more direct approach of talking about stereotype threat and starting people thinking about how to respond is necessary.\"\u003c/p>\n\u003cp>In addition to creating the student intervention, Márquez-Magaña and colleagues lead workshops on stereotype threat at faculty retreats and orientation programs. They also discuss these topics when training older students to lead study sessions for STEM classes.\u003c/p>\n\u003cp>It was at one of those trainings that Velazquez first heard the term stereotype threat several years ago. \"It finally made sense,\" he recalls. Thinking about his own path in science, \"this was exactly how I'd felt in so many occasions.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://www.estherlandhuis.com/\">Esther Landhuis\u003c/a>\u003cem> is a freelance science journalist in the San Francisco Bay Area. Follow her at \u003c/em>\u003ca href=\"https://twitter.com/elandhuis\">\u003cem>@elandhuis\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Tackle+Negative+Thinking+Head-On+To+Boost+Diversity+In+Biomedicine&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"One California university is trying a new strategy to help minority students perform better in STEM classes and develop the mental resilience to face future challenges.","status":"publish","parent":0,"modified":1505710336,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1231},"headData":{"title":"How A Stereotype Threat Intervention Can Help Students in STEM Fields | KQED","description":"One California university is trying a new strategy to help minority students perform better in STEM classes and develop the mental resilience to face future challenges.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How A Stereotype Threat Intervention Can Help Students in STEM Fields","datePublished":"2017-09-18T04:52:16.000Z","dateModified":"2017-09-18T04:52:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49230 https://ww2.kqed.org/mindshift/?p=49230","disqusUrl":"https://ww2.kqed.org/mindshift/2017/09/17/how-a-stereotype-threat-intervention-can-help-students-in-stem-fields/","disqusTitle":"How A Stereotype Threat Intervention Can Help Students in STEM Fields","nprByline":"Esther Landhuis","nprImageAgency":"Shannon Wright for NPR","nprStoryId":"550192727","nprApiLink":"http://api.npr.org/query?id=550192727&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/health-shots/2017/09/16/550192727/tackle-negative-thinking-head-on-to-boost-diversity-in-biomedicine?ft=nprml&f=550192727","nprRetrievedStory":"1","nprPubDate":"Sat, 16 Sep 2017 05:09:00 -0400","nprStoryDate":"Sat, 16 Sep 2017 05:09:27 -0400","nprLastModifiedDate":"Sat, 16 Sep 2017 05:09:27 -0400","path":"/mindshift/49230/how-a-stereotype-threat-intervention-can-help-students-in-stem-fields","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When he came to the United States 12 years ago, Edgar Velazquez hardly spoke a word of English. Most days of his first year, the 14-year-old Mexican immigrant went to the library after school to read the dictionary, determined to learn 250 words — the minimum for basic conversation.\u003c/p>\n\u003cp>At home, Velazquez often did his homework in the bathroom. It was the quietest spot in his family's 500 square-foot studio in the Tenderloin, a San Francisco neighborhood with \"needles on the ground and a lot of homeless on the streets,\" he recalls.\u003c/p>\n\u003cp>His hard work paid off. Velazquez graduated from San Francisco State University last year with a bachelor's degree in biology. He's now applying to medical school. Over coffee at the student center on a recent Monday morning, he spoke about his journey with calm fluency.\u003c/p>\n\u003cp>Still, Velazquez recalls that when meeting with school instructors or lab mentors, he worried about his accent and stressed over what they might think of him, the rare Latino pursuing a biomedical career. At times \"I was so nervous,\" he says, \"I could barely put a sentence together.\"\u003c/p>\n\u003cp>Psychologists call this type of worry \"stereotype threat\"\u003cem> — \u003c/em>the fear of confirming a negative stereotype about one's social group. \"It's unconscious most of the time, but it takes up energy,\" says SFSU biology professor \u003ca href=\"http://biology.sfsu.edu/people/leti\">Leticia Márquez-Magaña\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At the time, Velasquez didn't realize his feelings were common among minorities, particularly those who are underrepresented in science and technology fields.\u003c/p>\n\u003cp>Stereotype threat can drive up a person's heart rate, raise stress hormones, and \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/psyp.12580/abstract\">sap working memory\u003c/a>, leaving less brainpower for the task at hand. Studies have shown that such worry can make women and minorities \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1111/1467-9280.00272\">choke on math exams\u003c/a>. These experiences breed feelings of inadequacy and isolation that lead some to drop a course or even \u003ca href=\"http://www.npr.org/2012/07/12/156664337/stereotype-threat-why-women-quit-science-jobs\">leave science\u003c/a>.\u003c/p>\n\u003cp>SFSU researchers developed a short online tutorial to educate students about stereotype threat. They focused on ethnic groups less likely to pursue science and showed, in a recent study, that the program helped these students perform better at school and build mental resilience against future threats.\u003c/p>\n\u003cp>The work is part of the university's larger effort to create a safe, affirming culture where minorities — which make up more than half the student body — can thrive. Márquez-Magaña leads this program, called \u003ca href=\"https://sfbuild.sfsu.edu/home\">SF BUILD\u003c/a> (Building Infrastructure Leading to Diversity).\u003c/p>\n\u003cp>The university launched the initiative in fall 2014 with a $17 million grant from the National Institutes of Health. SF BUILD is one of 10 \u003ca href=\"https://diversityprogramconsortium.org/pages/build\">NIH-funded sites\u003c/a> testing strategies to expand the pool of students who choose biomedical careers.\u003c/p>\n\u003cp>Of course, diversity initiatives aren't new. For decades the NIH has used them in hopes of recruiting more minority researchers. But until recently, the agency hadn't rolled out the programs in a coordinated way to see if they were making a difference, says cardiologist \u003ca href=\"https://www.nhlbi.nih.gov/research/intramural/researchers/pi/valantine-hannah\">Hannah Valantine\u003c/a>, the chief officer of scientific workforce diversity at NIH.\u003c/p>\n\u003cp>After the Institutes reviewed a 2011 analysis that found African Americans significantly \u003ca href=\"http://www.npr.org/2011/08/22/139850480/blacks-at-disadvantage-in-winning-research-grants\">less likely\u003c/a> than white applicants to win NIH research grants, it pushed for a deeper look. It formed a committee to address \"this big question of how we enhance diversity in the scientific workforce,\" Valantine says, \"... to understand what kinds of programs work, how they work and for whom they work.\"\u003c/p>\n\u003cp>When the NIH asked universities to propose new strategies to boost diversity in biomedicine, Márquez-Magaña went to her colleague, \u003ca href=\"http://online.sfsu.edu/abenzeev/abenzeev/Avi_Ben-Zeev.html\">Avi Ben-Zeev\u003c/a>, a cognitive psychologist. Ben-Zeev studies stereotype threat. The two worked together to build and test the web-based tutorial for students. Those findings appear in the June issue of \u003ca href=\"http://www.mdpi.com/2227-7102/7/2/65\">\u003cem>Education Sciences\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>The results indicate that directly discussing the phenomena of stereotype threat appears to help students of ethnic groups underrepresented in science as well, if not better, than traditional approaches that bolster students without specifically talking about stereotypes.\u003c/p>\n\u003cp>Past research shows minority students can be helped by being prompted to think about things they care about like sports, friends, or religion. It's called affirmation training. Asking students to recall these values nurtures a broader sense of self and makes individual threats, such as a math test, seem less daunting, says Stanford psychologist \u003ca href=\"http://gregorywalton-stanford.weebly.com/\">Greg Walton\u003c/a>. Indeed, a \u003ca href=\"https://diversity.llnl.gov/content/pages/docs/walton.pdf\">study\u003c/a> by Walton and colleagues showed that so-called affirmation training can improve women's attitudes about school and raise their science GPAs.\u003c/p>\n\u003cp>But sometimes relying on affirmation falls short. \"There's no acknowledgment or overt discussion of stereotypes that can affect you,\" says Ben-Zeev.\u003c/p>\n\u003cp>He and colleagues came up with a more direct approach, teaching students what stereotype threat is, then having them develop coping strategies based on how they've successfully dealt with past threats. The online tutorial they developed is called Speaking Truth to EmPower (STEP).\u003c/p>\n\u003cp>To test it, the researchers recruited 670 undergraduates in science, technology, engineering and math majors of all races and gave them a set of abstract reasoning puzzles. They told the students these were hard puzzles designed to measure intelligence. It's a subtle comment, but powerful enough to prime stereotype threat in vulnerable groups.\u003c/p>\n\u003cp>Participants were randomly assigned to receive no intervention, affirmation training, or the new STEP tutorial. For each, researchers noted their score on the puzzles and checked their grades at the end of the semester.\u003c/p>\n\u003cp>On puzzle solving, both affirmation and STEP essentially erased the performance deficit of Black, Latino, Latina, and Native American students. To some extent STEP also raised math and science grades in these underrepresented minorities. The results were encouraging \"because some people thought speaking truth might actually make people do worse,\" says Ben-Zeev.\u003c/p>\n\u003cp>The analysis had a third component — a survey that gauges how much a person cares about being judged through stereotypes. \"To open yourself to caring about something you never thought you would do, or that your group is not supposed to be doing ... that's a vulnerability,\" says Ben-Zeev, who feels a personal connection to his research. He grew up in Israel with working-class parents who didn't expect him to go to college.\u003c/p>\n\u003cp>Measuring stereotype concern is important because it predicts how easily someone succumbs to these threats, he says. In the study, STEP reduced stereotype concern in vulnerable groups — but the affirmation intervention did not.\u003c/p>\n\u003cp>So, while both interventions improved test performance, STEP seemed better at creating resilience. \"If people are experiencing threats on a regular basis,\" says Walton, \"it may be that the more direct approach of talking about stereotype threat and starting people thinking about how to respond is necessary.\"\u003c/p>\n\u003cp>In addition to creating the student intervention, Márquez-Magaña and colleagues lead workshops on stereotype threat at faculty retreats and orientation programs. They also discuss these topics when training older students to lead study sessions for STEM classes.\u003c/p>\n\u003cp>It was at one of those trainings that Velazquez first heard the term stereotype threat several years ago. \"It finally made sense,\" he recalls. Thinking about his own path in science, \"this was exactly how I'd felt in so many occasions.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.estherlandhuis.com/\">Esther Landhuis\u003c/a>\u003cem> is a freelance science journalist in the San Francisco Bay Area. Follow her at \u003c/em>\u003ca href=\"https://twitter.com/elandhuis\">\u003cem>@elandhuis\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Tackle+Negative+Thinking+Head-On+To+Boost+Diversity+In+Biomedicine&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49230/how-a-stereotype-threat-intervention-can-help-students-in-stem-fields","authors":["byline_mindshift_49230"],"categories":["mindshift_192"],"tags":["mindshift_20610","mindshift_20784","mindshift_1040","mindshift_21038","mindshift_47","mindshift_21138","mindshift_21053"],"featImg":"mindshift_49231","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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