What question did this study set out to answer?

To investigate the asset-oriented practices and persistent systemic challenges that shape ninth-grade multilingual learners' science and language learning experiences in an inclusive STEM high school.

August 17, 2023Science EducationOpen Access

Co‐creating a community of belonging and presence: Multilingual learners' experiences of science and language learning at an urban, inclusive STEM‐focused high school

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To investigate the asset-oriented practices and persistent systemic challenges that shape ninth-grade multilingual learners' science and language learning experiences in an inclusive STEM high school.
Conducted an exploratory qualitative case study centered on ninth-grade multilingual learners in a Regents Living Environment biology course at an urban, inclusive STEM-focused high school.
Analyzed student experiences through ecological and humanizing education theoretical frameworks to evaluate classroom culture, relationships, and instructional practices.
Students reported higher engagement and comprehension through authentic, hands-on scientific inquiry, particularly when designing and executing their own experiments.
Strong peer relationships and intentional teacher support generated classroom environments characterized by joy, emotional comfort, and a strong sense of belonging.
Concurrent acquisition of English and science content remained persistently challenging under standardized, English-dominant, high-stakes accountability testing.

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Implication

Qualitative case study reveals that hands-on inquiry and supportive relationships foster belonging among multilingual learners in inclusive STEM, highlighting the need to reduce systemic barriers.

Cite This Study

Tripp et al. (2023) studied this question.

synapsesocial.com/papers/6a186cd225af1eb19ec9a145 https://doi.org/10.1002/sce.21827

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Implication

Qualitative case study reveals that hands-on inquiry and supportive relationships foster belonging among multilingual learners in inclusive STEM, highlighting the need to reduce systemic barriers.

Co‐creating a community of belonging and presence: Multilingual learners' experiences of science and language learning at an urban, inclusive STEM‐focused high school

Key Points

Discussion

Implication

Cite This Study

Co‐creating a community of belonging and presence: Multilingual learners' experiences of science and language learning at an urban, inclusive STEM‐focused high school

Key Points

Discussion

Implication

Cite This Study

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