Co-Creating a Community of Belonging and Presence: Multilingual Learners' Experiences of Science and Language Learning at an Urban, Inclusive STEM-Focused High School

Autor/inn/en	Tripp, Jennifer N.; Waight, Noemi
Titel	Co-Creating a Community of Belonging and Presence: Multilingual Learners' Experiences of Science and Language Learning at an Urban, Inclusive STEM-Focused High School
Quelle	In: Science Education, 108 (2024) 1, S.25-62 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tripp, Jennifer N.) ORCID (Waight, Noemi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21827
Schlagwörter	High School Students; Grade 9; Urban Schools; STEM Education; Inclusion; Multilingualism; Science Education; Group Membership; Student Experience; Hands on Science; Psychological Patterns; Emotional Experience; Classroom Environment; Peer Relationship; Interaction; Teacher Student Relationship + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; STEM; Inklusion; Mehrsprachigkeit; Multilingualismus; Naturwissenschaftliche Bildung; Gruppenzugehörigkeit; Studienerfahrung; Klassenklima; Unterrichtsklima; Peer-Beziehungen; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Science education reform efforts have called for teaching science to all students, yet the "Science for All" mantra has remained merely rhetoric. Given that multilingual learners continue to face inequities more broadly in the education system and in science, technology, engineering, and mathematics (STEM) subjects in particular, there has been renewed attention to conditions that support more equitable science learning opportunities. In this exploratory, qualitative case study, we intentionally centered the voices of ninth grade multilingual learners by examining their science experiences in a Regents Living Environment class at an urban, inclusive STEM-focused high school (ISHS). Specifically, drawing from ecological and humanizing education theoretical perspectives, we investigated the elements of their experiences that were asset-oriented and humanizing, which promoted a healthy science learning ecosystem, as well as the challenges that coexisted. Qualitative data analysis revealed four main themes. First, multilingual learners appreciated authentic engagement in hands-on, science inquiry opportunities, including developing and implementing their own experiments. Students also noted feelings of joy, comfort, and belonging in their classroom environment that were supported by strong relationships and positive interactions among peers and their teachers. Moreover, students underscored the role of their teachers in intentionally co-creating a science classroom community of belonging and excellence. There were, however, persistent challenges associated with learning science and English simultaneously, in the backdrop of a standardized English-dominant, high-stakes accountability context. These findings have implications for pedagogy, teacher preparation, research, and policy for a more inclusive, asset-oriented, and humanizing science education for multilingual learners that broadens possibilities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01