Learning in Community for STEM Undergraduates: Connecting a Learning Sciences and a Learning Humanities Approach in Higher Education

References

• Bakhtin, M. M. (1919–21/1993). Toward a philosophy of the act. Austin, TX: University of Texas Press.
   Google Scholar
• Bang, M., & Medin, D. (2010). Cultural processes in science education: Supporting the navigation of multiple epistemologies. Science Education, 94(6), 1008–1026. doi:10.1002/sce.20392
   Web of Science ®Google Scholar
• Baxter Magolda, M. B. (1999). Creating contexts for learning and self-authorship: Constructive-Developmental pedagogy. Nashville, TN: Vanderbilt University Press.
   Google Scholar
• Booker, A.N., Vossoughi, S., & Hooper, P.K. (2014). Tensions and possibilities for political work in the learning sciences. Paper presented at the International Conference of the Learning Sciences, Boulder, CO.
   Google Scholar
• Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1011–1245.
   Web of Science ®Google Scholar
• Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups. Journal of Research in Science Teaching, 51(5), 555–580. doi:10.1002/tea.21146
   Web of Science ®Google Scholar
• Cole, M. (1996). Cultural psychology, A once and future discipline. Cambridge, MA: The Belknap Press of Harvard University Press.
   Google Scholar
• Committee on Equal Opportunities in Science and Engineering (2015). Broadening participation in America's STEM workforce: 2013–2014 biennial report to Congress. Arlington, VA: National Science Foundation. Retrieved from https://www.nsf.gov/od/oia/activities/ceose/documents/2013-2014%20CEOSE%20Biennial%20Report%20to%20Congress_Final%20Version_09-08-2015.pdf
   Google Scholar
• DiAngelo, R. (2018). White fragility: Why it’s so hard for white people to talk about racism. Beacon Press: Boston, MA.
   Google Scholar
• Edwards, A. (2012). The role of common knowledge in achieving collaboration across practices. Learning, Culture and Social Interaction, 1(1), 22–32. doi:10.1016/j.lcsi.2012.03.003
   Web of Science ®Google Scholar
• Eagan, M. K., Hurtado, S., Chang, M. J., Garcia, G. A., Herrera, F. A., & Garibay, J. C. (2013). Making a difference in science education: The impact of undergraduate research programs. American Educational Research Journal, 50(4), 683–713. doi:10.3102/0002831213482038
   PubMed Web of Science ®Google Scholar
• Esmonde I. & Booker, A. N. (Eds.) (2017). Power and privilege in the learning sciences: Critical and sociocultural theories of learning. New York, NY: Routledge.
   Google Scholar
• Espinosa, L. L. (2011). Pipelines and pathways: Women of color in undergraduate STEM majors and college experiences that contribute to persistence. Harvard Educational Review, 81(2), 209–241. doi:10.17763/haer.81.2.92315ww157656k3u
   Web of Science ®Google Scholar
• Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219–245. doi:10.1177/1077800405284363
   Web of Science ®Google Scholar
• Fox, M. F., Sonnert, G., & Nikiforova, L. (2009). Successful programs for undergraduate women in science and engineering: Adapting versus adopting the institutional environment. Research in Higher Education, 50(4), 333–353. doi:10.1007/s11162-009-9120-4
   Web of Science ®Google Scholar
• Fox, S., Ulgado, R. R., & Rosner, D. (2015). Hacking culture, not devices: Access and recognition in feminist hackerspaces. In Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing (CSCW '15) (56–68). New York, NY, USA: ACM.
   Google Scholar
• Garcia, G. A., & Hurtado, S. (2011). Predicting Latina/o STEM persistence at HSI and non-HSIs. Proceedings from the American Educational Research Association 2011 Annual Meeting. New Orleans, LA.
   Google Scholar
• Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). New York, NY: Teachers College Press.
   Google Scholar
• González, N., Moll, L. C., & Amanti, C. (Eds.). (2013). Funds of knowledge: Theorizing practices in households, communities, and classrooms. New York, NY: Routledge.
   Google Scholar
• Gutiérrez, K. D., & Vossoughi, S. (2010). Lifting off the ground to return anew: Mediated praxis, transformative learning, and social design experiments. Journal of Teacher Education, 61(1–2), 100–117. doi:10.1177/0022487109347877
   Web of Science ®Google Scholar
• Herrenkohl, L. R., & Mertl, V. (2010). How students come to be, know, and do: A case for a broad view of learning. Cambridge UK, New York City: Cambridge University Press.
   Google Scholar
• Hurtado, S., Cabrera, N. L., Lin, M. H., Arellano, L., & Espinosa, L. L. (2009). Diversifying science: Underrepresented student experiences in structured research programs. Research in Higher Education, 50(2), 189–214. doi:10.1007/s11162-008-9114-7
   PubMed Web of Science ®Google Scholar
• Jones, M. T., Barlow, A. E. L., & Villarejo, M. (2010). Importance of undergraduate research for minority persistence and achievement in biology. The Journal of Higher Education, 81(1), 82–115. doi:10.1080/00221546.2010.11778971
   Web of Science ®Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
   Google Scholar
• Light painting [activity guide]. (n.d.) Retrieved from https://www.exploratorium.edu/sites/default/files/tinkering/files/projectpdfs/Light_Painting.pdf
   Google Scholar
• Malcom, L., & Malcom, S. (2011). The double bind: The next generation. Harvard Educational Review, 81(2), 162–172. doi:10.17763/haer.81.2.a84201x508406327
   Web of Science ®Google Scholar
• McKinney de Royston, M., Vakil, S., Nasir, N. I. S., Ross, K. M., Givens, J., & Holman, A. (2017). “He's more like a ‘brother' than a teacher": Politicized caring in a program for African American males. Teachers College Record, 119(4), 1–40.
   Web of Science ®Google Scholar
• Merriam, S.B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass Publishers.
   Google Scholar
• Museus, S. D., Palmer, R. T., Davis, R. J., & Maramba, D. C. (2011). Racial and ethnic minority students’ success in STEM education. ASHE-Higher Education Report Series. Hoboken, NJ: Jossey-Bass.
   Google Scholar
• Nussbaum, M. C. (1997). Cultivating humanity: A classical defense of reform in liberal education. Cambridge, MA: Harvard University Press.
   Google Scholar
• Ong, M., Smith, J. M., & Ko, L. T. (2018). Counterspaces for women of color in STEM higher education: Marginal and central spaces for persistence and success. Journal of Research in Science Teaching, 55(2), 206–245. doi:10.1002/tea.21417
   Web of Science ®Google Scholar
• Palmer, R. T., Maramba, D. C., & Dancy, T. E. (2011). A qualitative investigation of factors promoting the retention and persistence of students of color in STEM. The Journal of Negro Education, 80(4), 491–504.
   Google Scholar
• Perna, L. W., Gaman, M., Gary, S., Lundy-Wagner, V., & Drezner, N. D. (2010). Identifying strategies for increasing degree attainment in STEM: Lessons from minority-serving institutions. New Directions for Institutional Research, 148, 41–51. doi:10.1002/ir.360
   Google Scholar
• The Politics of Learning Writing Collective (2017). The learning sciences in a new era of U.S. nationalism. Cognition and Instruction, 35(2), 91–102. doi:10.1080/07370008.2017.1282486
   Web of Science ®Google Scholar
• Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture, and Activity, 1(4), 209–229.
   Google Scholar
• Scribbling machines [activity guide]. (2013). Retrieved from https://www.exploratorium.edu/sites/default/files/pdfs/scribbling_machines.pdf
   Google Scholar
• Simon, R. M., Wagner, A., & Killion, B. (2017). Gender and choosing a STEM major in college: Femininity, masculinity, chilly climate, and occupational values. Journal of Research in Science Teaching, 54(3), 299–323. doi:10.1002/tea.21345
   Web of Science ®Google Scholar
• Sleeter, C.E., & Soriano, E. (2012). Creating solidarity across diverse communities. New York, NY: Teachers College Press.
   Google Scholar
• Solórzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. The Journal of Negro Education, 69(1), 60–73.
   Google Scholar
• Taylor, K. H., & Hall, R. (2013). Counter-mapping the neighborhood on bicycles: Mobilizing youth to reimagine the city. Technology, Knowledge and Learning, 18(1–2), 65–93. doi:10.1007/s10758-013-9201-5
   Google Scholar
• Toulmin, S. (1990). Cosmopolis: The hidden agenda of modernity. Chicago, IL: University of Chicago Press
   Google Scholar
• Vossoughi, S. (2018, January 17). Personal communication.
   Google Scholar
• Vossoughi, S., Hooper, P. K., & Escudé, M. (2016). Making through the lens of culture and power: Toward transformative visions for educational equity. Harvard Educational Review, 86(2), 206–232. doi:10.17763/0017-8055.86.2.206
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1987/1934). Thinking and speech (N. Minick, Trans.). In R. W. Rieber & A. S. Carton (Eds.), The collected works of L.S. Vygotsky (Vol. 1). New York, NY: Plenum Press.
   Google Scholar
• Wertsch, J. V. (1988). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
   Google Scholar
• Whitten, B. L., Foster, S. R., Duncombe, M. L., Allen, P. E., Heron, P., McCullough, L., … Zorn, H. M. (2004). Like a family: What works to create friendly and respectful student-faculty interactions. Journal of Women and Minorities in Science and Engineering, 10(3), 229–242. doi:10.1615/JWomenMinorScienEng.v10.i3.30
   Google Scholar
• Windschitl, M., Thompson, J., & Braaten, M. (2018). Ambitious science teaching. Cambridge, MA: Harvard Education Press.
   Google Scholar