Creating a Model of Acceptance: Preservice Teachers Interact With Non‐English‐Speaking Latino Parents Using Culturally Relevant Mathematics and Science Activities at Family Learning Events

Abstract

The following describes a culturally relevant mathematics and science content program implemented by preservice teachers (PSTs) at Family Math/Science Learning Events (FM/SLEs) conducted through two different university programs in south Texas. These experiences are required course activities designed to inform PSTs of the importance of interacting with Latino families' culture and language in after school settings. Data were collected from elementary PSTs attending FMLEs and include interactions recorded during the FMLE and interviews with Latino non-Englishspeaking parents after the event. Anecdotal data were also included from parents' interviews collected during culturally relevant Family Science Learning Events. Researchers investigated the following questions: (1) what did Latino parents and PSTs report learning from the FMLE and, (2) how do perceptions toward Latino parents change when PSTs are given the opportunity to interact with and interview Latino parents? Results show that PSTs perceptions of Latino parents can be changed through these events. Implications for teacher preparation programs include providing PSTs with opportunities for participation in FM/SLEs that incorporate planning and teaching culturally relevant math and science activities. The following model of acceptance requires PSTs to identify and reconstruct misconceptions and perceptions of parents, especially non-English-speaking Latino parents.

Culturally Relevant Science Teaching: A Literature Review

“…While categorizing the studies into themes, I found many commonalities, similarities, and differences between the studies. Four studies, namely Johnson (2011), Grimberg and Gummer (2013); Tolbert (2015); and Ramirez, McCollough, and Diaz (2016) highlighted the benefits of using culturally relevant science pedagogical strategies during either professional development programs or learning events for preservice teachers. The other four studies, Luft et al (1999), Patchen and Cox-Petersen (2008), Laughter and Adams (2012), and Morales-Doyle (2017) were all case studies, where the researchers used culturally relevant science pedagogical strategies and reported positive outcomes in the students and teachers who participated in the studies.…”

“…The next two studies based on PD programs that I am going to compare are those of Tolbert (2015) and Ramirez et al (2016). Even though both studies were conducted in CULTURALLY RELEVANT SCIENCE TEACHING 9 different parts of the world, there were commonalities.…”

“…In the other two research studies, Ramirez et al (2016) and Tolbert (2015), the main difference is that they were conducted in completely different settings, the former in an urban southwestern city of the USA and the latter in New Zealand. Ramirez et al focused on Latino students, and in this research, preservice teachers learned that their perceptions about the Latino parents changed by attending Family Math/Science Learning Events.…”

The Nebraska Educator, Volume 5

“…The next two studies based on PD programs that I am going to compare are those of Tolbert (2015) and Ramirez et al (2016). Even though both studies were conducted in different parts of the world, there were commonalities.…”

Mathematics Intervention Supporting Allen, a Latino EL: A Case Study

“…Culture was determinant when within cultural influence, perception and story problems interplayed with Allen's ability to solve mathematics tasks (e.g., the references to the rocket ship and the use of the piñata). Following the principles of culturally relevant pedagogy, we questioned the linguistic and cultural assumptions [75] we used in the mathematics interventions that could have prevented Allen from performing compensation and inversion tasks.…”