2025 Theses Doctoral

Implementing Culturally Sustaining Pedagogies In Chemistry Using Linguistic Tools

Khalid, Fareya

Education gaps have been observed in various populations due to instruction in New York schools reflecting a Western, White middle-class perspective. Diversity in schools has been increasing rapidly, and to better serve the changing student population, instruction should be adjusted to reflect their environments and backgrounds so students can reflect, relate, and connect what they learn. In current school systems in New York, and especially New York City Public Schools, addressing the needs of students of color is gravely lacking. Students from diverse backgrounds and cultures need ways to make connections as student diversity increases in schools nationwide. Making these connections can be accomplished using linguistic tools such as student-generated reflections and analogies in science classrooms.

This study, set in a public school in the Bronx, uses critical ethnography to observe culturally sustaining pedagogies in chemistry, emphasizing the need to utilize these methods in science education. Two teachers and one co-teacher, along with the students in their classes, were observed as part of the study in which culturally sustaining pedagogies were implemented through designed lessons. The methods students used and the understandings that resulted from them were investigated. A qualitative approach was taken, and data were collected through surveys, observations, interviews, and reflections. I coded the data to find common themes, highlighting how chemistry concepts could be applied beyond the classroom and benefit the communities and environment in which students live.

The findings of the study show that students were better able to connect with their backgrounds and identities when culturally sustaining pedagogy lessons were implemented by teachers. The lessons implemented also show students being able to connect to their communities and environment. The use of linguistic tools such as reflections and analogies as a method to show understandings of culturally sustaining pedagogies was shown to be beneficial to student learning. This approach could transform methods of learning chemistry by connecting to students identity and background using linguistic tools. It may also empower students to advocate for their local communities and create positive change as real-world applications of the study.

Keywords: culturally sustaining pedagogies, chemistry, reflections, analogies, climate action