Preparing Culturally Responsive Middle School STEM Educators: An Examination of Undergraduate Syllabi

As the American population continues to grow, the number of diverse cultures in the public school system has swelled. However, the teachers at these public schools have expressed that they are having trouble with this increase in diversity and do not feel prepared to teach a class of diverse students (Miller-Dyce & Owusu-Ansah, 2016). This is especially seen in STEM-related classes where teachers are not primed to teach diverse students (Fuller et al., 2021). This shows that there is a concern about how preservice teachers are being trained in their undergraduate years. The present study aims to assess how undergraduate preservice teachers are being trained in diversity, equity, and inclusion (DEI) by examining their course syllabi. Syllabi are analyzed for the courses that an undergraduate student who majors in Middle School Education with a focus on math, science, and a math/science composite must take to ascertain how DEI is included throughout the course.

Discipline thesis:degree_discipline

Counseling, Leadership, Adult Education, and School Psychology

Grantor

Texas State University

Year dc:date.issued

2024

Author dc:creator

• Warren, Kaitlyn

Advisor dc:contributor.advisor

• Miller, Cindy Faith

Committee member dc:contributor.committeemember

• Huling, Leslie

• teacher preparation
• diversity, equity, inclusion
• syllabus
• STEM

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10877/19349

OAI identifier oai:identifier

oai:digital.library.txst.edu:10877/19349