Main Article Content
Culturally responsive education, Service Learning, Indigenous, STEM
To provide intentional opportunities for Native Hawaiians to engage in STEM learning, students in K-5 and their family members participated in a one-day service learning. Through service learning, students learned to make Pilina (connection) to Native Hawaiian application of STEM; cement their knowledge gained in the classroom; and, experience the importance of giving back to the community.
Bottoms, S. I., Ciechanowski, K., Jones, K., de la Hoz, J., & Fonseca, A. L. (2017). Leveraging the community context of Family Math and Science Nights to develop culturally responsive teaching practices. Teaching and Teacher Education, 61, 1-15.
Brown, Elinor L. and Howard, Bobby R., "Becoming Culturally Responsive Teachers Through Service-Learning: A Case Study of Five Novice Classroom Teachers" (2005). Service Learning, General. 119.
Galindo, C., & Sheldon, S. B. (2012). School and home connections and children’s kindergarten achievement gains: The mediating role of family involvement. Early Childhood Research Quarterly, 27(1), 90-103.
Garriott, P. O., Flores, L. Y., Prabhakar, B., Mazzotta, E. C., Liskov, A. C., & Shapiro, J. E. (2014). Parental support and underrepresented students’ math/science interests: The mediating role of learning experiences. Journal of Career Assessment, 22, 627-641.
Mantzicopoulos, P., Patrick, H., & Samarapungavan, A. (2013). Science literacy in school and home contexts: Kindergarteners’ science achievement and motivation. Cognition and Instruction, 31, 62–119.
Rice, L., Barth, J. M., Guadagno, R. E., Smith, G. P. A., & McCallum, D. M. (2013). The Role of Social Support in Students’ Perceived Abilities and Attitudes toward Math and Science. Journal of Youth Adolescence, 42, 1028-1040. https://doi.org/10.1007/s10964-012-9801-8
U.S Bureau of Labor Statistics. (2019). Economic new release; persons with a disability: labor force characteristics summary. Retrieved from https://www.bls.gov/news.release/disabl.nr0.htm
Wang, M. T., & Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy-value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33, 304–340. http://doi.org/10.1016/j. dr.2013.08.001