FLIP-STEM Hub
The Fostering Learning, Identity, and Participation within Science, Technology, Engineering, and Mathematics (FLIP-STEM) Research Hub uses a student-driven framework to include and center the interests of middle school and high school students who are often not fully engaged in the design of new classroom practices and pedagogies. More specifically, the student-driven framework ensures that students’ perspectives and contributions guide the design process. In this context, we collaborate with students and teachers to identify and construct datasets about problems or issues of interest to students. Together, we analyze and interpret these datasets, making inferences that enable students to identify patterns related to their personal experiences. This process empowers students to tackle meaningful challenges in their communities. As an extension of the FLIP STEM hub initiatives, we are creating place-based, data science camps grounded in a student-driven model in rural counties in NC in partnership with the NC-MSEN Pre-College Program and the NC State Data Science and AI Academy.
Project Framework
Funders
Partners
The identified assets and partners committed to the work of this hub address underlying, related needs at the intersection of special education, technology development, varied backgrounds and access.
Communities have many strengths, including traditional, indigenous, and local knowledge and practices. Unfortunately, these strengths are not usually considered in technology development.
Project Team
What We Are Reading
Chronaki, A., & Kollosche, D. (2019). Refusing mathematics: A discourse theory approach on the politics of identity work. ZDM, 51(3), 457–468. https://doi.org/10.1007/s11858-019-01028-w
Cohen, S. M., Hazari, Z., Mahadeo, J., Sonnert, G., & Sadler, P. M. (2021). Examining the effect of early stem experiences as a form of stem capital and identity capital on STEM Identity: A gender study. Science Education, 105(6), 1126–1150. https://doi.org/10.1002/sce.21670
Connor, D. J. (2014). Social Justice in education for students with disabilities. The SAGE Handbook of Special Education: Two Volume Set, 111–128. https://doi.org/10.4135/9781446282236.n9
Ibourk, A., Hughes, R., & Mathis, C. (2022). “it is what it is”: Using storied‐identity and intersectionality lenses to understand the trajectory of a young black woman’s science and math identities. Journal of Research in Science Teaching, 59(7), 1099–1133. https://doi.org/10.1002/tea.21753
Marshall, S. (2023). But what does it look like in Maths? International Journal of Multicultural Education, 25(1), 1–29. https://doi.org/10.18251/ijme.v25i1.3251
Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22. https://doi.org/10.3102/0013189×034004014