The shortage of certified science, technology, engineering, and mathematics (STEM) teachers is of concern throughout the United States because of significant numbers needed over the next over the next 10 years. Addressing this issue in education, this study examined the experiences of three new STEM teachers who entered teaching through different pathways, focusing on those experiences related to the effectiveness of mentoring and the meaningfulness of professional development. Based on three case-study analysis, the findings provide an insight into the importance of mentoring and professional development for STEM teachers during their induction year to promote teacher persistence in the profession. This article provides ideas for recruitment, instructional preparation, and STEM teacher retention practices.

The application of culturally responsive teaching (CRT) in this article is used to provide a background into the instructional concept of CRT in higher educational settings and to provide examples for classroom pedagogical practice. This article provides instructional approaches that can be used in higher education classes to promote a cultural context to engage preservice teaching candidates who are seeking initial certification to become teachers-of-record and graduate-level teachers who are certified to understand and embrace the intersection of race, gender, religion, and regional cultures that contribute to identity. This article outlines instructional activities that can be used by faculty in higher education programs to assist their students with learning to co-construct culturally responsive lessons. This type of instruction should lead to a process in which faculty in higher educational settings can assist their preservice teacher candidates and graduate-level students in understanding the community in which they will serve or currently serve and to bring the funds of knowledge of their students into positive and productive learning environments.

The concept of culturally responsive teaching is utilized here to expand the knowledge base of scholars, leaders, and practitioners in higher education settings who are committed to cultivating a learning environment where relevant and inclusive curriculum equals real-world opportunities for all students. Emerging from a pedagogical lens, this chapter will expound upon the implications for the application of culturally responsive teaching in ethnically diverse higher education classrooms.

The concept of culturally responsive teaching is utilized here to expand the knowledge base of scholars, leaders, and practitioners in higher education settings who are committed to cultivating a learning environment where relevant and inclusive curriculum equals real-world opportunities for all students. Emerging from a pedagogical lens, this chapter will expound upon the implications for the application of culturally responsive teaching in ethnically diverse higher education classrooms.

This paper describes how the literacy achievement of low socioeconomic status 17 Black male middle school students in one classroom was influenced by culturally responsive teaching. The study employed a concurrent transformative mixed‐methods approach. Quantitative data consisted of pretest and posttest reading scores from the computer adaptive interim assessment, Measurement of Academic Progress during the 2017–2018 academic school year. Qualitative data included the teacher’s journal of reflective field notes. The findings suggested that pedagogy that mirrors students’ cultural values, beliefs, and lifestyles empowered students in ways that yielded improved literacy achievement for this group. This study added further support for the use of such pedagogy with Black male students as well as other potentially vulnerable populations.