A case for culturally relevant science education in the summer for African American youth

Abstract

This article focuses on the impact of culturally relevant teaching and learning during a summer enrichment program for high school students. Culturally relevant science instruction and curriculum helped students to foster a more positive interest in science and STEM careers as it provided students the opportunity to do science in meaningful and relevant ways. Students were able to see themselves represented in the curriculum and recognized their own strengths; as a result, they were more validated and affirmed in and transformed by, their learning. We use this case to warrant increased support for summer learning programs focused on providing African American youth with access to high quality, culturally relevant/responsive science education.

KEYWORDS:

• Culturally responsive teaching
• science education
• summer learning programs
• culturally relevant science

Disclosure statement

No potential conflict of interest was reported by the authors.