Cariño, Standards, and the Reinforcement Loop: How Mathematics and Science Teachers Integrate Engineering-Based Learning in the Borderlands at an All-Girls STEAM School
| dc.contributor.author | Benitez, Ramon | en |
| dc.contributor.committeechair | Grohs, Jacob Richard | en |
| dc.contributor.committeemember | Knight, David B. | en |
| dc.contributor.committeemember | Carrender, Karla | en |
| dc.contributor.committeemember | Lee, Walter Curtis | en |
| dc.contributor.department | Engineering Education | en |
| dc.date.accessioned | 2025-01-17T09:00:11Z | en |
| dc.date.available | 2025-01-17T09:00:11Z | en |
| dc.date.issued | 2025-01-16 | en |
| dc.description.abstract | This study investigated the pedagogical and cultural factors influencing how teachers at a STEAM school integrated engineering into mathematics and science for a majority Latina population. The study was based on the guiding proposition: Teachers at a STEAM school in the Borderlands are uniquely positioned to integrate engineering into mathematics and science, and they play a significant role in broadening the participation of Latinas. This instrumental, embedded case study focused on understanding the pedagogical and cultural factors that influenced how teachers at a science, technology, engineering, arts, and mathematics (STEAM) school integrated engineering, using data from artifact packages and interviews. As a key step toward broadening the participation of Latinas, the study examined how teachers employed engineering-based pedagogies (such as project- and problem-based learning) alongside instructional strategies that supported the cultural backgrounds of Latina students in their mathematics and science courses. The teacher participants were selected from an urban preparatory academy along the southwest border of the United States (U.S.). Mathematics and science teachers were considered embedded units within the case study. Participating teachers gathered curricular artifacts to create a "scoop" package that represented their instruction of engineering in the context of their courses. These artifacts were annotated and used in artifact-based interviews, which served as a primary data source where pairs of participants discussed their past instructional decisions and the factors that influenced how they integrated engineering for a majority Latina population. This study focused on three key factors influencing teachers' instructional choices: state standards, the reinforcement loop, and Cariño. Teachers emphasized using content standards to backward-design engineering-based activities that supported other subjects rather than focusing solely on engineering. Their reform-oriented approach guided this integration. The reinforcement loop, supported by school structures, enhanced teachers' motivation, confidence, and teaching practices, fostering engineering-based learning. Teachers described this loop as a routinized process that also encouraged student engagement through effective classroom management. Ultimately, the five factors were interconnected through the teachers' Cariño (authentic care and respect). Cariño extended beyond simple affection or kindness; it required recognizing students as whole individuals with unique personal and cultural identities. Teachers in the study emphasized that this care had to address students' emotional, psychological, and academic well-being, creating an environment where students felt respected, valued, and a sense of belonging. This comprehensive approach to care was a hallmark of Cariño in education. This study's limitations include its focus on a single STEAM-centric school with ideal conditions for integrating engineering into core subjects, limiting generalizability to schools with different resources, larger class sizes, or non-STEAM focuses. It also overlooked student and family perspectives, despite the critical role of family support in shaping engagement. Methodological challenges, such as unclear artifact submission guidance and disruptions due to teacher schedules, further impacted data collection. Transferability depends on understanding unique enabling factors, such as Cariño, a pedagogy of authentic care emphasizing students' academic and community success. While effective in this setting, its broader applicability to diverse schools with varying dynamics remains uncertain. Future research should explore diverse schools, investigate family involvement in STEAM education, and address methodological gaps to better capture cultural practices and teacher perspectives, ultimately broadening the reach of engineering-based learning. | en |
| dc.description.abstractgeneral | This study explored how teachers at a STEAM school along the U.S.-Mexico border integrated engineering into mathematics and science for a majority Latina population. It examined how pedagogical and cultural factors, including state standards, a reinforcement loop, and Cariño, influenced their instructional choices. Teachers used state standards to backward-design engineering-based activities supporting other subjects and participated in a reinforcement loop through professional learning communities. This loop enhanced motivation and teaching practices, while Cariño—a pedagogy of authentic care—focused on addressing students' emotional, psychological, and academic well-being, fostering a sense of belonging and respect. The study used a case study approach, collecting curricular artifacts and conducting interviews to understand how teachers integrated engineering into their courses. While the findings highlighted effective strategies for broadening Latina participation in STEM, they are limited to the unique conditions of the STEAM-focused school. The results may not generalize to schools with different resources, larger class sizes, or non-STEAM focuses. Future research should expand to other schools in the Borderlands to explore whether these factors hold across diverse settings. Additionally, examining family influences on students' STEM engagement could inform strategies to strengthen support systems for Latina students and other underrepresented groups, inspiring them to pursue STEM careers and creating a more inclusive educational environment. | en |
| dc.description.degree | Doctor of Philosophy | en |
| dc.format.medium | ETD | en |
| dc.identifier.other | vt_gsexam:42144 | en |
| dc.identifier.uri | https://hdl.handle.net/10919/124234 | en |
| dc.language.iso | en | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | Creative Commons Attribution 4.0 International | en |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | en |
| dc.subject | pre-college engineering education | en |
| dc.subject | broadening participation | en |
| dc.subject | Latinas | en |
| dc.subject | STEM education | en |
| dc.subject | integrated engineering | en |
| dc.title | Cariño, Standards, and the Reinforcement Loop: How Mathematics and Science Teachers Integrate Engineering-Based Learning in the Borderlands at an All-Girls STEAM School | en |
| dc.type | Dissertation | en |
| thesis.degree.discipline | Engineering Education | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | doctoral | en |
| thesis.degree.name | Doctor of Philosophy | en |