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    Diversifying STEAM : culturally situated drawing for math education with African-American youth

    Author
    Lutzky, Raymond A.
    View/Open
    173034_Lutzky_rpi_0185E_10430.pdf (23.85Mb)
    Other Contributors
    Bennett, Audrey; Grice, Roger A.; Zappen, James Philip; Eglash, Ron, 1958-;
    Date Issued
    2014-08
    Subject
    Communication and rhetoric
    Degree
    PhD;
    Terms of Use
    This electronic version is a licensed copy owned by Rensselaer Polytechnic Institute, Troy, NY. Copyright of original work retained by author.;
    Metadata
    Show full item record
    URI
    https://hdl.handle.net/20.500.13015/1201
    Abstract
    Science, technology, engineering, and math (STEM) pedagogy has been a topic of focus for researchers working with under-represented students such as African-Americans in the United States. Recent attempts to include "arts" in STEM pedagogy (adding an "A" to the acronym to make "STEAM") include learning environments that combine math problems with arts activities such as drawing. However, questions remain regarding to what extent the STEAM movement addresses the challenge of increasing participation among under-represented students in STEM fields. Culturally-situated design tools (CSDTs) have been used extensively to examine the relationship between culture and math education through student simulation tools, such as the braiding of African and African-American cornrow hairstyles. This dissertation consists of a study involving four workshops conducted between 2011 and 2014, two of which seek to examine the impact of culturally-situated drawing on African-American student learning in math. Findings show that African-American students found different affordances, accommodations, constraints, and resistance in their learning experience using the Cornrow Curves CSDT to draw. These data are compared to data from other students using the CSDT to assess students' success in understanding math concepts and in how the culturally-situated nature of the tool impacted their creative work. This study demonstrates the connection between culture and agency for African-American students in a STEAM-oriented, technology-mediated learning environment that incorporates diversity through culturally-situated examples (in this case, African cornrow hairstyles). This provides the basis for a proposed framework, STEAMD, which diversifies STEAM (adding a "D" to the acronym) through culturally-situated drawing.;
    Description
    August 2014; School of Humanities, Arts, and Social Sciences
    Department
    Dept. of Communication and Media;
    Publisher
    Rensselaer Polytechnic Institute, Troy, NY
    Relationships
    Rensselaer Theses and Dissertations Online Collection;
    Access
    Restricted to current Rensselaer faculty, staff and students. Access inquiries may be directed to the Rensselaer Libraries.;
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    • RPI Theses Online (Complete)

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