Abstract

Previous research demonstrates that social and interpersonal factors, more than academic preparation, affect decisions by under-represented students to stay in or to leave STEM fields. Yet, much of the theorizing about STEM learning in higher education begins with conceptual and epistemological dimensions. We make the case for a new theoretical framework, a learning humanities, that begins with relationships. From this relational starting point, we locate STEM knowers as actors in relationships who become answerable for their STEM knowledge and take wise actions from this place. We then use this framework to analyze learning for STEM undergraduates involved in the STUDIO: Build Our World program, an afterschool mentoring program for low-income, immigrant, and refugee youth of color. Drawing on narrative and ethnographic analyses of data from 12 focal mentors, we found that mentors developed 3 focal practices identified by Edwards, relational expertise, common knowledge, and relational agency through their efforts to create the best possible program for youth. This built mentors’ sense of answerability and a capacity for wise action within and outside of STUDIO. We argue that this theoretical stance provides new ways to conceptualize the nature, purpose, and outcomes of STEM learning for historically non-dominant STEM undergraduates’ learning.

摘要

先前的研究表明，社交和人际关系因素（除学术准备以外）还影响代表性不足的学生决定留在STEM领域还是离开STEM领域。但是，高等教育中有关STEM学习的许多理论都是从概念和认识论维度开始的。我们为从关系开始的新理论框架（学习型人文科学）辩护。从这个关系起点，我们将STEM知识定位为关系中的参与者，这些参与者对STEM知识负责，并采取明智的行动从这个地方。然后，我们使用此框架来分析参与STUDIO：Build Our World计划的STEM本科生的学习情况，这是针对有色低收入，移民和难民青年的课外辅导计划。通过对12位重点导师的数据进行叙事和人种学分析，我们发现导师开发了3种爱德华兹，相关专业知识，常识和关系代理确定的重点实践通过他们的努力为青年人制定最佳方案。这增强了指导者的责任感以及在STUDIO内部和外部进行明智行动的能力。我们认为，这种理论立场提供了新的方法来概念化STEM学习的性质，目的和结果，以实现历史上非主要的STEM大学生的学习。