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Created by Leah Q. Peoples, Tahia Islam and Timothy Davis
THE CULTURALLY RESPONSIVE-SUSTAINING
STEAM CURRICULUM SCORECARD
2 CRSE STEAM CURRICULM SCORECARD GUIDELINES
ABOUT
NYU METRO CENTER
The Metropolitan Center for Research on Equity and the
Transformation of Schools (NYU Metro Center) promotes
equity and opportunity in education through engaged
sciences—research, program evaluation, policy analysis,
and professional assistance to educational, governmental,
and community agencies serving vulnerable communities
and populations. NYU Metro Center is nationally and
internationally renowned for its work on educational equity
and school improvement, bringing together scholars,
educators, and innovators from diverse backgrounds to
collaborate on a range of projects to strengthen and improve
access, opportunity, and educational quality across varied
settings, but particularly in striving communities.
For four decades, NYU Metro Center has been a partner
and resource for schools and school districts throughout
the U.S. and beyond, including Detroit, Denver, Houston,
New York City, Pittsburgh, San Juan, Washington, D.C.,
and Wilmington. Its research and community engagement
programs help prepare teachers, school leaders and staff,
and parents to improve school culture and climate, reduce
referrals to special education, and better support the unique
needs of youth across a range of abilities and backgrounds.
Its research initiatives inform the policy and intervention
communities on how best to serve vulnerable populations in
and beyond our school systems.
ABOUT EJ-ROC
The Education Justice Research and Organizing Collaborative
(EJ-ROC) brings together researchers and community
organizers to provide critical research, data, policy and
strategic support for the education justice movement.
EJ-ROC aims to democratize education data, research
and policy; maximize the synergy between research and
community organizing; magnify the voices of grassroots
communities of color; and advance the capacity of
organizing efforts to design solutions, make demands, and
sustain policy wins.
SUGGESTED CITATION:
Peoples, L.Q., Islam, T., & Davis, T. (2021). The culturally
responsive-sustaining STEAM curriculum scorecard. New
York: Metropolitan Center for Research on Equity and the
Transformation of Schools, New York University.
Authors: Leah Q. Peoples, Tahia Islam, and Timothy Davis
Graphic Design: Karen Oh, HOUSEOFCAKES
Illustrator: Echo Chen
For more information,
please contact:
nyu-ejroc@nyu.edu
© 2021 NYU Metropolitan Center for Research on Equity and the
Transformation of Schools. All rights reserved. For any other uses, including
the making of derivative works, permission must be obtained from NYU
Metropolitan Center for Research on Equity and the Transformation of
Schools, unless fair use exceptions to copyright law apply.
1 CRSE STEAM CURRICULM SCORECARD GUIDELINES
ACKNOWLEDGEMENTS
The Culturally Responsive and Sustaining STEAM
Curriculum Scorecard was developed by EJ-ROC
researchers with feedback from a collection of
CRSE STEAM educators and practitioners. We are
incredibly grateful for this collective’s efforts,
expertise, and willingness to work collaboratively
with the research team.
CRSE STEAM Educator and Practitioner Collective:
Evelyn Baracaldo
Stephanie Blair
Marit Dewhurst, PhD
Cliff Freeman
Jasmine Ma, PhD
Wendy Menard*
Sarah Radke
Lynn Shon
Arundhati Velamur
Jose Luis Vilson
Danila Della Volpe
* We are especially grateful for Wendy Menard’s
contributions and dedication to the CRSE STEAM Think Tank,
may she live on through this work.
TABLE OF CONTENTS
Purpose of the Scorecard 2
Essential Grounding Before Using the 3
CRSE STEAM Curricula Scorecard
What is Culturally Responsive and Sustaining Education? 5
CRSE & STEAM 6
How to Use this Scorecard 8
Culturally Responsive and Sustaining
STEAM Curriculum Scorecard
Diversity of Authors Scorecard 11
Representation Scorecard 12
Social Justice Scorecard 14
Teacher’s Materials Scorecard 16
Materials/Resources Scorecard 19
Scorecard Calculations 21
Interpreting Your Scores
Representation 23
Social Justice 24
Teacher’s Materials 25
Materials/Resources 26
Post Evaluation: Next Steps 27
Glossary 28
CRE-STEAM References, Reading & Resources 29
2 CRSE STEAM CURRICULM SCORECARD GUIDELINES
PURPOSE OF THE
SCORECARD
NYU Metro Center designed this tool to help
parents, teachers, administrators, students,
and community members determine the extent
to which their schools’ Science, Technology,
Engineering, Arts, and Mathematics (STEAM)
curricula are (or are not) culturally responsive.
This scorecard can be used to evaluate just
one discipline of STEAM, like a math curriculum
or a science curriculum, or an interdisciplinary
curriculum that includes all aspects of STEAM.
We hope that this collaborative evaluation
process will provoke thinking about what
students should learn, how they should learn
it, why they should learn it, and how curriculum
can be transformed to engage students
effectively. This tool is a continuation of our first
scorecard, the Culturally Responsive Curriculum
Scorecard for K-8 ELA Curriculum. The CRSE
STEAM Scorecard is informed by scholarship on
culturally responsive and sustaining education
and is intended to be used for K-12 STEAM
curricula. See the resource list and reference list
for additional information.
3 CRSE STEAM CURRICULM SCORECARD GUIDELINES
ESSENTIAL GROUNDING BEFORE USING THE
CRSE STEAM CURRICULA SCORECARD
Welcome to the Culturally Responsive and
Sustaining STEAM Curricula Scorecard!
This scorecard is for you, youth, parents,
educators, administrators, and advocates to
collaboratively evaluate STEAM curricula. Far
too often, curricula evaluations are delegated
to those who are “officially” credentialed in
STEAM subjects. Those credentials, however,
may not have required experts to have
meaningful and critical understandings of
culturally responsive and sustaining education.
Furthermore, previous evaluations of curricula
may not have considered culturally responsive
or sustaining education as foundational to high
quality curricula.
High quality STEAM curricula is culturally responsive and
sustaining, in other words, if STEAM curricula does not
provide opportunities for culturally responsive and sustaining
education, it cannot be high quality. Students deserve to
learn about STEAM subjects in ways that reflect themselves
and their communities, are critical of power, identity,
problems and solutions, and foster imagination about
STEAM possibilities that meaningfully include people of
color, women, LGTBTQ people, people who speak multiple
languages and more. These communities are experts in their
own cultural experiences regardless of credentials.
It’s important to make this note, because STEM fields have a
history of excluding groups of people and using credentials to
gatekeep STEAM spaces. Marginalized community members
(students, families, community members at large) are experts
in their own cultural experiences. Their voices are essential to
evaluate the extent to which STEAM curricula are culturally
responsive and sustaining. In recognition of the possible
negative, stressful, or traumatic experiences or memories
that could be surfaced when thinking about STEM experiences
in school and with curricula, historically marginalized folks are
invited to (re)claim STE(A)M and your right to it. It is imperative
that this evaluation take place within conditions that center
those marginalized communities in the decision-making
process during this evaluation. That means community
members leading or co-leading the evaluation process. It also
means that STEAM “experts” affirm community members’
knowledge, respect their voices, decenter yourselves,
exercise humility, and work in collaboration with community
members. Expert knowledge is critical to a STEAM curriculum
“
“Historically
marginalized folks are
invited to (re)claim
STE(A)M and their
right to it.”
”
4 CRSE STEAM CURRICULM SCORECARD GUIDELINES
evaluation, but there must be care to not make the STEAM
curriculum evaluation space inaccessible.
Some people might be thinking, “surely math is neutral,
apolitical, objective and factual, so how culturally responsive
and sustaining can any textbook or curricula actually
be?” Part of the work required to use this scorecard will be
accepting various explorations of who are mathematicians
or scientists, and what “counts” as science, technology,
engineering, arts, and math, and why? This guide provides
definitions, written explanations, visual explanations, and
video explanations of culturally responsiveness within the
STEAM context, the CRSE STEAM Scorecard, and guidelines
for evaluating curriculum. As you prepare to evaluate
STEAM curriculum, understand that STEM disciplines are
not “objective” and can be subject to the same inequities
observed in English Language Arts and History curricula (such
as excluding marginalized communities, excluding non-White
knowledge systems, or symbolic and ineffective inclusion).
CRSE STEAM EVALUATION
RESOURCES
The Racial Politics of STEM Education in the
USA: Interrogations and Explorations
by Sepehr Vakil and Rick Ayers
This publicly accessible article provides an
overview of how STEM education is racialized.
www.tandfonline.com/doi/full/10.1080/136133
24.2019.1592831
CRSE STEAM Curriculum Evaluation
Grounding Guide
This guide provides seven questions individuals
can use to prepare themselves for the
evaluation by reflecting on their identity,
privilege, perspectives, and self care.
5 CRSE STEAM CURRICULM SCORECARD GUIDELINES
WHAT IS CULTURALLY
RESPONSIVE AND
SUSTAINING EDUCATION?
Culturally responsive and sustaining education
(closely related to the terms “culturally
relevant” teaching and pedagogy) refers
to the combination of teaching, pedagogy,
curriculum, theories, attitudes, practices, and
instructional materials that center students’
culture, identities, and contexts throughout
educational systems.
Gloria Ladson-Billings and Geneva Gay’s scholarship is
foundational to culturally responsive education, while
Django Paris and Samy H. Alim’s scholarship are foundational
for culturally sustaining education. Some key principles of
culturally responsive and sustaining education (CRE) include
(1) validating students’ experiences and values, (2) disrupting
power dynamics that privilege dominant groups, and (3)
empowering students. NYU Metro Center’s report “Culturally
Responsive Education: A Primer for Policy and Practice” more
fully details the origins, significance, and impact of CRE in
schools. New York State’s Board of Education also provides
a framework for culturally responsive-sustaining education
that includes guidance for students, teachers, school
leaders, district leaders, families and community members,
higher education faculty and administrators, and education
department policymakers. The Education Justice Research
and Organizing Collaborative (EJ-ROC) also published a CRSE
Overview infographic that provides an overview of CRSE and
an illustrated guide to CRSE.
6 CRSE STEAM CURRICULM SCORECARD GUIDELINES
CRSE & STEAM
The CRSE STEAM Curriculum scorecard is
informed by science, technology, engineering,
arts, and math education articles that have an
explicit focus on equity and adhere to the core
tenets of culturally responsive and sustaining
education. While most of this literature focuses
on teaching practices and educators’ cultural
competency, knowledge of students, knowledge
of content, and standards alignment (Grimes,
2012; Brown, 2017; Aguirre & Zavala, 2013, Jordan
et al 2019), we’ve translated this research to be
applicable to curriculum used in classrooms.
Three commonly discussed CRSE STEAM
concepts include identity and representation,
addressing issues of social justice, and
expanding worldviews and conceptions of what
counts as STEAM.
IDENTITY
One of the most frequently cited challenges that contribute to
inequities across science, technology, engineering, and math,
is that schools do not create conditions that affirm or support
students’ STEM identity. In other words, many marginalized
students do not see themselves as scientists or mathematicians.
Furthermore, research suggests that some students of color
believe that in order to become scientists and mathematicians
that they must reject their cultural identities in order to be
successful. Researchers Walls, Buck and Akerson (2013) use
Gloria Anzaldua’s term “Nepantla” or the in-between state to
frame these challenges that students experience. The scorecard
includes several statements that interrogate the opportunities
that curriculum provides for students to see people like
themselves and their actual selves in STEAM disciplines.
ISSUES OF SOCIAL JUSTICE
Science, technology, engineering, the arts, and mathematics
are not objective explorations of the mysteries of the universe,
but rooted in historical discoveries tied to societies of people.
They are studied to solve challenges affecting human society
or alternatively, to advance certain groups of people for
profit and power. Furthermore, with statewide pushes for
comprehensive STEAM education and “Computer Science
for All” across schools, particularly for Black and Latinx
students, it’s clear that these are subjects that can promote
socioeconomic mobility, or without access, further stratify
groups by class. The issue of equitable STEAM access is a social
justice issue, and STEAM itself should be taught to solve social
justice issues. They are intertwined.
7 CRSE STEAM CURRICULM SCORECARD GUIDELINES
CURRICULUM
Curriculum can be a powerful tool to inspire activists, but
even STEAM curriculum has an agenda that can promote a
certain way of thinking. In Abdulrahim and Orosco’s (2020)
article on Culturally Responsive Mathematics, they unpack
that students may receive mathematics instruction that
prioritizes individualism and competition versus cooperation
and collectivism, which can promote a dominant society’s
learning patterns. The scorecard includes several statements
that interrogate whether students have a curriculum that
provides the opportunity to question the status quo or work
to solve a societal issue in their community.
EXPANDING STEAM WORLDVIEWS
There is a common misconception that implementing CRSE in
STEAM is difficult or more challenging than it is in humanities-
based classes like English or History. This perspective is rooted
in the false notion that the sciences and math are objective,
apolitical, not rooted in culture and not racialized. In Sepehr
Vakil and Rick Ayers’ (2019) article, The Racial Politics of
STEM Education in the USA: Interrogations and Explorations,
researchers unpack dominant STEM narratives and begin to
reimagine STEM education. Much of the sociopolitical context
highlighted in their article also undergirds a larger conversation
about western and White worldviews of STEAM and Indigenous,
Black, and other communities of color worldviews of STEAM.
These worldviews can fundamentally reframe curriculum,
the questions that are asked and answers, and the ways the
students explore STEAM phenomenon.
See our CRSE STEAM Resource List to access articles, blogs,
and tools related to CRSE and STEAM.
“
STEM is a natural extension of the work
we do as human beings already. We must
elevate students and communities, especially those
who’ve been marginalized in these paradigms.
”
JOSÉ LUIS VILSON
8 CRSE STEAM CURRICULM SCORECARD GUIDELINES
HOW TO USE THIS
SCORECARD
We have designed this scorecard so that it can
be customized to the context and conditions of
your school district and campaign. Completing
the entire document will give you the most
comprehensive analysis of how culturally
responsive your curriculum is. If you don’t
have the time or capacity to do that, you can
complete an individual section and get a more
limited evaluation. We designed this tool with
kindergarten through eighth grade STEAM
curricula in mind, you can use it with one aspect
of STEAM (such as a math curriculum or science
curriculum) or with an interdisciplinary STEAM
curriculum. If your school doesn’t have a set
curriculum, you can also use this tool to evaluate
the diversity of the school or classroom library.
9 CRSE STEAM CURRICULM SCORECARD GUIDELINES
STEP 1
GET YOUR CHILD’S/SCHOOL’S
CURRICULUM
Go to your teacher, principal, or district office, and ask to
see your child’s or school’s science, technology, engineering,
arts, or math curriculum. In many districts, there is a Parent
Bill of Rights that gives parents the right to access their child’s
curriculum. If the school is using a commercial curriculum, ask
for a copy or the name and publisher so you can look it up online.
(If you need to purchase it, NYU Metro Center can help). If the
school is using a home-made curriculum, ask for a copy, or at
least a sample of a few months of lesson materials. If they refuse
to give you the curriculum, take your request to a higher level in
the district, or discuss with your team to decide next steps.
STEP 2
SELECT YOUR CURRICULUM
EVALUATION TEAM
The curriculum scorecard will work best if you have a team of
at least 3 people with diverse identities (race, gender, age,
sexuality, class, national origin) and roles (parent, student,
teacher, administrator, community member) who work
together to evaluate the curriculum. These people do not
have to be education professionals nor have prior experience
with evaluation. The more people, the better!
STEP 3
CHOOSE THE GRADES, UNITS, AND
LESSONS TO ANALYZE
Curricula can be thousands of pages, so you will need to
select one or a few grades, units, and lessons to focus on (a
sample of the larger curricula). The units you choose should
not focus specifically on diversity and multiculturalism; they
should be typical units. If you are able to cover more than one
grade, select at least one lower and one upper grade.
STEP 4
DETERMINE WHICH VERSION OF THE
SCORECARD YOUR TEAM NEEDS
For Physical Textbooks or Printed Samples: Use the paper
or pdf version of this scorecard. If your evaluation team
is evaluating digital curriculum materials or conducting
evaluations virtually, please use the digital scorecard sheet.
STEP 5
REVIEW THE SCORECARD AND
PULL OUT KEYWORDS
Once you have your curriculum and the scorecard in hand,
review the statements for the scorecard you will begin
with (Representation, Social Justice, Teachers Materials,
or Resources/Materials). Make sure the team understands
each statement, and refer to the Glossary or Reading List for
additional information. Chart key words, ideas and qualities
from the statements that you will be looking for as you read the
curriculum. This will help ensure that as you read, you are focused
on the information you’ll need in order to effectively score.
STEP 6
CONDUCT THE EVALUATION
The scorecard asks for your level of satisfaction
with the curriculum on various measures. There is no right
answer; this is just your opinion as someone who cares about
culturally responsive education. As you answer each statement,
use the Scoring Guidelines to help you decide your ratings.
Note that each section has a “Documenting CRSE Attempts/
Inclinations to Give Credit” at the end of each scorecard. This
section is a direct result of piloting the CRSE STEAM Scorecard.
In multiple instances, evaluators felt inclined to acknowledge
effort or perceived intention of the curriculum. If it is useful,
track these moments and answer the following key questions:
Is the attempt problematic? Has the attempt earned a
“
I think that the thing
I most want you to
remember is that
research is a ceremony.
And so is life.
Everything that we do
shares in the ongoing
creation of our universe.
”
SHAWN WILSON
10 CRSE STEAM CURRICULM SCORECARD GUIDELINES
satisfactory rating? (Or in other words, does this attempt
represent culturally responsive and sustaining STEAM?).
If individuals on your evaluation team use this section, be
sure to collectively interrogate your team’s expectations of
curriculum and what students’ deserve. Does your team have
low expectations for CRSE STEAM? Does your team struggle to
see how content could be culturally responsive and sustaining?
Consider the accompanying CRSE STEAM Resource list to
understand the possibilities for STEAM to be CRSE.
STEP 7
SCORE THE EVALUATION
Tally your score for each section of the
scorecard. A curriculum may excel in one area and fall short
in another, and it is important to record those differences.
You should come out with one score for each of the following
sections:
+
Representation
+
Social Justice
+
Teachers Materials
+
Materials/Resources
STEP 8
DISCUSS WITH YOUR TEAM
Discuss the process with your team: Did anything
new come up? What was easy and what was hard? Did some
items seem more important than others? This is also an
opportunity to strategize about next steps: Do you think this
evaluation provides an accurate picture of the curriculum?
Does additional information need to be collected? Is there
anyone you want to meet with to discuss the results?
STEP 9
SHARE THE RESULTS
Let other people know how culturally responsive
your curriculum is! Please share the results of your scorecard
through this link: bit.ly/scorecardresults. You can share
results anonymously and by doing so you help to create a
community-driven data set that can be used to improve
STEAM curricula.
Please share the results of your
scorecard at
bit.ly/STEAMscorecardresults.
Results can be anonymous and you will help to
create a community-driven data set that can be
used to improve STEAM curricula.
11 CRSE STEAM CURRICULM SCORECARD GUIDELINES
Girl/Woman Boy/Man Non-Binary TOTAL
Middle Eastern
Asian/Pacific Islander
Black/African
Latinx
Native American
White
Racially Ambiguous
Multiracial
People with Disabilities
DIVERSITY OF AUTHORS
“
The classroom remains
the most radical space
of possibility in the
academy.
”
BELL HOOKS
12 CRSE STEAM CURRICULM SCORECARD GUIDELINES
STATEMENTS
Very
Satisfied
(2)
Satisfied
(1)
Unclear
(-1)
Not
Satisfied
(-2)
GROUP
AVERAGE
SCORE
1
The curriculum centers the origins of science, technology, engineering, arts and/
or math within BIPOC communities (Black, Indigenous, people of color).
2
The curriculum elevates mathematicians, artists, and/or scientists with historically
marginalized identities (i.e. non-binary or trans people, women, people of color,
people with disabilities, working class people, multilingual people) and
their discoveries.
3
The curriculum acknowledges and/or incorporates the expertise of diverse
communities, their cultures, and their historical and/or contemporary experiences.
4
The curriculum has photos/pictures, names, scenarios, and text that reflect the
experiences and interests of students of color in your community.
5
The curriculum elevates not just “scientists, artists, and mathematicians”, but the
everyday users of math, science, arts, technology, and engineering.
6
The curriculum affirms the multiple forms of communication or language
systems during mathematical and scientific argumentation rooted in historically
marginalized cultures.
TOTAL
TOTAL REPRESENTATION SCORE
REPRESENTATION
13 CRSE STEAM CURRICULM SCORECARD GUIDELINES
REPRESENTATION:
DOCUMENTING CRSE ATTEMPTS/INCLINATIONS TO GIVE CREDIT
Use this space to document what you perceive as attempts of culturally responsiveness.
Then complete the following columns starting at the left column and ending on the right.
Statement
Number/s Attempt(s) Is the attempt problematic? Why?
Has this
attempt earned
a satisfactory
rating?
14 CRSE STEAM CURRICULM SCORECARD GUIDELINES
STATEMENTS
Very
Satisfied
(2)
Satisfied
(1)
Unclear
(-1)
Not
Satisfied
(-2)
GROUP
AVERAGE
SCORE
7
Curriculum highlights and affirms the knowledge systems of Indigenous, Black/
African, Brown, and non-Western conceptions of science, technology, engineering,
arts, and math (such as interdependence, sustainability, and continual change).
8
The curriculum and instructional activities promote or provoke critical questions about
science, technology, engineering, arts, and/or math and the societal status quo.
9
The curriculum and instructional activities present alternatives or allow students to
present alternatives about the role science, technology, engineering, arts, and/or
math plays in existing social structures.
10
The curriculum presents multiple understandings of a scientific, mathematical, or
artistic concept or theory, especially highlighting points of view from marginalized
people/communities.
11
The curriculum provides avenues for students to see STEAM as a way to understand
and improve their world, take actions that combat inequity or promote equity, and
connect learning to social, political, and/or environmental concerns.
12
The curriculum presents social situations and problems not as individual problems
but as embedded within a societal and/or systemic context.
13
The curriculum encourages students to critically examine dominant knowledge
systems as scientists, mathematicians, and artists.
14
The curriculum affirms the multiple forms of communication or language
systems during mathematical and scientific argumentation rooted in historically
marginalized cultures.
TOTAL
TOTAL SOCIAL JUSTICE SCORE
SOCIAL JUSTICE
15 CRSE STEAM CURRICULM SCORECARD GUIDELINES
SOCIAL JUSTICE:
DOCUMENTING CRSE ATTEMPTS/INCLINATIONS TO GIVE CREDIT
Use this space to document what you perceive as attempts of culturally responsiveness.
Then complete the following columns starting at the left column and ending on the right.
Statement
Number/s Attempt(s) Is the attempt problematic? Why?
Has this
attempt earned
a satisfactory
rating?
16 CRSE STEAM CURRICULM SCORECARD GUIDELINES
STATEMENTS
Very
Satisfied
(2)
Satisfied
(1)
Unclear
(-1)
Not
Satisfied
(-2)
GROUP
AVERAGE
SCORE
15
The authors of the teachers’ materials are people of diverse identities (race/
ethnicity, gender, other identities).
16
Guidance is provided to teachers on being aware of one’s biases, assumptions, and
the gaps between one’s own culture and students’ cultures (implicit bias).
17
The teachers’ materials ask teachers to reflect on their own practices and
experiences learning STEAM subjects and critique them through the lens of
cultural responsiveness.
18
Guidance is provided on combating the legacy of STEAM education related trauma
amongst historically marginalized communities and on designing healing and joyful
STEAM experiences.
19
Guidance is provided on using students’ everyday lives as the starting point for
learning, and making real-life connections between academic content and the
local neighborhoods, culture, environment, community issues, and current events.
20
Guidance is provided on creating opportunities to meaningfully engage students’
families to enhance lessons.
21
Guidance is provided on appropriately using Indigenous and non-Western
resources to understand math and science, including oral histories, legends, and
community knowledge.
22
Guidance is provided on engaging students in culturally responsive experiential
learning activities.
23
Guidance includes, for applicable lessons, a range of possible student responses
that could all be valid, given the range of student experiences and perspectives.
TEACHER’S MATERIALS
17 CRSE STEAM CURRICULM SCORECARD GUIDELINES
STATEMENTS
Very
Satisfied
(2)
Satisfied
(1)
Unclear
(-1)
Not
Satisfied
(-2)
GROUP
AVERAGE
SCORE
24
Guidance is provided on how to design lessons or engage in conversations that use
STEAM to disrupt power inequities or create opportunities for students to practice
disruption.
25
Guidance is provided on planning opportunities for students to create and teach
lessons to their peers.
26
Guidance is provided to help teachers foster environments of collaboration that go
beyond group work by meshing individual's assets, resources, and strengths (such
as various ways of knowing, doing and being) to advance group and individual
learning.
TOTAL
TOTAL TEACHER’S MATERIALS SCORE
18 CRSE STEAM CURRICULM SCORECARD GUIDELINES
TEACHER’S MATERIALS:
DOCUMENTING CRSE ATTEMPTS/INCLINATIONS TO GIVE CREDIT
Use this space to document what you perceive as attempts of culturally responsiveness.
Then complete the following columns starting at the left column and ending on the right.
Statement
Number/s Attempt(s) Is the attempt problematic? Why?
Has this
attempt earned
a satisfactory
rating?
19 CRSE STEAM CURRICULM SCORECARD GUIDELINES
STATEMENTS
Very
Satisfied
(2)
Satisfied
(1)
Unclear
(-1)
Not
Satisfied
(-2)
GROUP
AVERAGE
SCORE
27
The curriculum provides opportunities for students to use accessible technology
and manipulatives to explore STEAM concepts in ways that reflect a variety of
ways of “doing.”
28
Issues of social justice, equity, and Black, Indigenous, and people of color’s
experiences and contributions are reflected in homework/classroom assignments
and assessments.
29
The curriculum incorporates the arts as a tool to center experiences within STEM
and innovation.
30
Curriculum rigor is not dependent on access to resources, materials and
technology that students and schools may not have. In other words, the curriculum
materials are fully accessible; all resources, materials and technology options are
rigorous and interesting. (Ex. If students can engage curriculum materials with a
computer or paper, the paper materials should be just as rigorous, interesting, and
engaging as using the computer).
31
The resources, materials and technology referenced in lessons include resources
from BIPOC communities (Black, Indigenous, people of color).
TOTAL
TOTAL MATERIALS/RESOURCES SCORE
MATERIALS/RESOURCES
20 CRSE STEAM CURRICULM SCORECARD GUIDELINES
MATERIALS/RESOURCES:
DOCUMENTING CRSE ATTEMPTS/INCLINATIONS TO GIVE CREDIT
Use this space to document what you perceive as attempts of culturally responsiveness.
Then complete the following columns starting at the left column and ending on the right.
Statement
Number/s Attempt(s) Is the attempt problematic? Why?
Has this
attempt earned
a satisfactory
rating?
21 CRSE STEAM CURRICULM SCORECARD GUIDELINES
SCORECARD CALCULATIONS
There are two ways to understand the results of your team’s
scorecard calculations:
1. Interpret the total score for each section of the
scorecard, and
2. Interpret the distribution of scores within each section.
These two approaches in combination will help you
understand the extent to which your school’s curriculum is
culturally responsive.
If you are working with a team and used average scores for
each statement, round each average score up or down to the
nearest whole number.
INTERPRETING TOTAL SCORES FOR
EACH SECTION
Use the Total Section Score and the corresponding
interpretation guide to determine how your curriculum
measures up on a spectrum from Culturally Destructive
to Culturally Responsive. In the example above, the Total
Section Score for Representation is -3, which categorizes the
curriculum’s Representation as Culturally Insufficient.
INTERPRETING THE DISTRIBUTION OF SCORES
FOR EACH SECTION
The distribution of scores refers to your pattern of satisfaction
with each statement. The distribution of scores will help you
evaluate the strengths and weaknesses of a curriculum within
particular areas. For example, it is possible that you are Very
Satisfied with Diversity of Characters (statements 1-7) in the
Representation section, but Not Satisfied with character’s
Accurate Portrayals (statements 8-13).
To interpret the distribution of your scores, first determine
how consistent your level of satisfaction is for each section of
the scorecard. Generally speaking, do you rank most of the
statements as Very Satisfied or Satisfied? Do you rank most
statements as Unclear? Do you rank most statements as Not
Satisfied? Are there any statements that depart from the trend
of how you rank most statements? If your level of satisfaction
is not consistent, determine whether or not there is a pattern
and note these differences by writing out the strengths of
the curriculum (where you were satisfied) or the weaknesses
of the curriculum (where the curriculum was unclear or
where you were not satisfied). Interpreting the distribution of
scores can help you develop targeted next steps for creating
or purchasing more culturally responsive curriculum or
supplementing existing curriculum in the short term.
The following example shows calculations for the
Representation section of the Scorecard:
TOTAL SCORE FOR EACH COLUMN
Add all the scores in each column in the
“Total” row at the bottom.
2
8
3
-41
-8
TOTAL SECTION SCORE
Add all total column scores together to
calculate the Total Section Score.
The total for the Very Satisfied column is 8, the total for
the Satisfied column is 1, the total for the Unclear column
is -4, and the total for the Not Satisfied column is -8.
The total section score for Representation is -3 because
8 + 1 + -4 + -8= -3.
22 CRSE STEAM CURRICULM SCORECARD GUIDELINES
WHAT ABOUT DOCUMENTED ATTEMPTS
AT CRSE?
After several rounds of piloting the CRE STEAM Scorecard,
the Documented Attempts at CRSE section of the
scorecard was included to provide a productive outlet for
acknowledging that an attempt was made. It has no impact
on total scores for each section, and thus does not impact
your interpretation of scores. However, these documented
attempts may be used to understand what CRSE isn’t and to
articulate critiques with various stakeholders. These critiques
may be useful in determining next steps.
23 CRSE STEAM CURRICULM SCORECARD GUIDELINES
CULTURALLY DESTRUCTIVE CULTURALLY INSUFFICIENT EMERGING AWARENESS CULTURALLY AWARE CULTURALLY RESPONSIVE
-12 to -6 -5 to -1 0 to 4 5 to 8 9 to 12
The curriculum
likely has little to no
representation beyond
White male scientists,
mathematicians,
and artists. The
curriculum likely fails
to acknowledge the
expertise of diverse
communities or the
everyday users of STEAM.
The curriculum likely
minimally acknowledges
the expertise and
contribution of diverse
communities or the
everyday users of STEAM.
The curriculum likely
includes almost no texts,
images, and assignments
that allow students to
learn by connecting their
everyday experiences to
STEAM lessons
The curriculum
occasionally and
inconsistently centers
and elevates BIPOC
individuals and
community contributions,
expertise, and worldviews
in the curriculum. The
curriculum likely includes
a few texts, images,
and assignments that
allow students to learn
by connecting their
everyday experiences to
STEAM lessons.
The curriculum
somewhat consistently
centers and elevates
BIPOC individuals and
community contributions,
expertise, and worldviews
in the curriculum. The
curriculum likely includes
some texts, images,
and assignments that
allow students to learn
by connecting their
everyday experiences to
STEAM lessons.
The curriculum likely
centers and elevates
BIPOC individuals and
community contributions,
expertise, and worldviews
in the curriculum. The
curriculum likely includes
sufficient texts, images,
and assignments that
allow students to learn
by connecting their
everyday experiences to
STEAM lessons.
INTERPRETING YOUR SCORES
REPRESENTATION
24 CRSE STEAM CURRICULM SCORECARD GUIDELINES
SOCIAL JUSTICE
CULTURALLY DESTRUCTIVE CULTURALLY INSUFFICIENT EMERGING AWARENESS CULTURALLY AWARE CULTURALLY RESPONSIVE
-16 to -8 -7 to -1 0 to 6 7 to 11 12 to 16
The curriculum
likely centers White,
Eurocentric, or Western
ideas and culture
throughout the majority
of the text.
The curriculum
likely includes
prominent harmful
biases, stereotypes,
or positioning
of marginalized
communities (BIPOC,
women, LGBTQ+, etc).
The curriculum likely
provides zero to very
few opportunities to
challenge dominant
knowledge systems,
understand STEAM within
a societal context, or
provoke critical questions
about the status quo.
The curriculum
likely centers White,
Eurocentric, or Western
ideas and culture, while
sprinkling in non-Western
ideas throughout the
majority of the text.
The curriculum likely
includes some harmful
biases, stereotypes,
or positioning
of marginalized
communities (BIPOC,
women, LGBTQ+, etc).
The curriculum likely
provides very few
opportunities to
challenge dominant
knowledge systems,
understand STEAM within
a societal context, or
provoke critical questions
about the status quo.
The curriculum
likely centers White,
Eurocentric, or Western
ideas and culture, and
includes some non-
Western ideas throughout
the majority of the text.
The curriculum likely
includes a few harmful
biases, stereotypes,
or positioning
of marginalized
communities (BIPOC,
women, LGBTQ+, etc).
The curriculum
likely provides a few
opportunities to
challenge dominant
knowledge systems,
understand STEAM within
a societal context, or
provoke critical questions
about the status quo.
The curriculum likely
includes both Western
and non-Western ideas
and culture.
The curriculum likely
does not include harmful
biases, stereotypes,
or positioning
of marginalized
communities (BIPOC,
women, LGBTQ+, etc).
The curriculum
likely provides some
opportunities to
challenge dominant
knowledge systems,
understand STEAM within
a societal context, or
provoke critical questions
about the status quo.
The curriculum likely
meaningfully includes
both Western and non-
Western ideas and
culture.
The curriculum likely
does not include harmful
biases, stereotypes,
or positioning
of marginalized
communities (BIPOC,
women, LGBTQ+, etc) and
uses critical perspectives
in STEAM to combat them.
The curriculum likely
provides sufficient
opportunities to
challenge dominant
knowledge systems,
understand STEAM within
a societal context, or
provoke critical questions
about the status quo.
25 CRSE STEAM CURRICULM SCORECARD GUIDELINES
TEACHER’S MATERIALS
CULTURALLY DESTRUCTIVE CULTURALLY INSUFFICIENT EMERGING AWARENESS CULTURALLY AWARE CULTURALLY RESPONSIVE
-24 to -10 -9 to 0 1 to 10 11 to 17 18 to 24
There is no guidance on
engaging diverse learners
or culturally responsive
teaching in the teachers’
materials. Teachers are
not encouraged to reflect
on their worldviews
or their practice.
There is no guidance
about connecting the
curriculum to students’
lives. There is no
opportunity for cultural
responsiveness.
There is a little guidance
on engaging diverse
learners or culturally
responsive teaching in the
teachers’ materials, but it
is mostly on a superficial
or symbolic level. It is seen
as additive, rather than
central to the curriculum
and teaching.
There is a little guidance
on engaging diverse
learners in meaningful
culturally responsive
ways. The teachers’
materials provide
guidance on at least
one of the following:
supplementing
curriculum, engaging
students in culturally
sensitive experiential
learning, and making real
life connections between
the curriculum and
students’ lives.
There is a lot of guidance
on engaging cultural
responsiveness. Teachers
are presented with
activities to reflect
on their worldviews
and how they see and
teach students. There
is some guidance on
several of the following:
supplementing
curriculum, engaging
students in culturally
sensitive experiential
learning, and making real
life connections between
the curriculum and
students’ lives
There is an abundance
of guidance on engaging
cultural responsiveness
meaningfully throughout
the teaching approach,
homework, lesson plans,
etc. Culturally responsive
guidance is clearly
marked and presented
as essential to effective
teaching. Teachers
are encouraged to
consistently check their
own biases and reflect on
their practice
26 CRSE STEAM CURRICULM SCORECARD GUIDELINES
MATERIALS AND RESOURCES
CULTURALLY DESTRUCTIVE CULTURALLY INSUFFICIENT EMERGING AWARENESS CULTURALLY AWARE CULTURALLY RESPONSIVE
-10 to -4 -3 to 0 1 to 4 5 to 7 8 to 10
The curriculum likely does
not make considerations
for accessibility and does
not include resources and
materials from BIPOC
communities.
The academic rigor
of the curriculum is
highly dependent on
the use of inaccessible,
White centric materials
and resources; these
materials and resources
are not used to address
issues of social justice or
BIPOC innovation.
The curriculum likely
makes little consideration
for accessibility and does
not include resources and
materials from BIPOC
communities.
The academic rigor
of the curriculum is
dependent on the use
of inaccessible, White
centric materials
and resources; these
materials and resources
are not used to address
issues of social justice or
BIPOC innovation.
The curriculum
likely makes some
consideration for
accessibility and includes
some resources and
materials from BIPOC
communities.
The academic rigor of
the curriculum is not
dependent on the use of
materials and resources;
these materials and
resources are somewhat
used to address issues of
social justice or BIPOC
innovation.
The curriculum likely
makes significant
consideration for
accessibility and includes
some resources and
materials from BIPOC
communities.
The academic rigor of
the curriculum is not
dependent on the use of
materials and resources;
there are multiple ways
that students can access
the curriculum and
practice STEAM.
Materials and resources
are used to address issues
of social justice and
BIPOC innovation.
The curriculum likely
makes significant
consideration for
accessibility and includes
sufficient resources and
materials from BIPOC
and other marginalized
communities.
Accessible materials
and resources enhance
students’ STEAM
experience and allow
teachers to engage
culturally responsive
practices. There are
multiple ways that
students can access the
curriculum and practice
STEAM.
Materials and resources
are used to address issues
of social justice and
BIPOC innovation.
27 CRSE STEAM CURRICULM SCORECARD GUIDELINES
POST EVALUATION:
NEXT STEPS
Share your evaluation results! Seriously. Sharing is anonymous
and your results allows us to collective community-driven
data on our collective impressions of STEAM curricula. This
data can help stakeholders understand how to create or
supplement curricula.
Once you’ve completed the collaborative evaluation
of your science, technology, engineering, arts and/or
math curricula, collectively interpreted your scores, and
conducted a debrief meeting as outlined in the “How to Use
this Scorecard” section, you may require additional guidance
on next steps. Education Justice Research and Organizing
Collaborative created a Post-Scoring Toolkit to give you a
few ideas. This toolkit was created for the ELA Scorecard,
but there are useful next steps that also apply to STEAM
disciplines. If you found that your curriculum was culturally
responsive and sustaining, please consider sharing it with EJ-
ROC so that we may share it with others looking to purchase
better materials.
Share your evaluation results!
bit.ly/STEAMscorecardresults
28 CRSE STEAM CURRICULM SCORECARD GUIDELINES
BIPOC
Black, Indigenous and people of color.
The term is to highlight the unique relationship
to whiteness that Indigenous and Black people
have, which shapes the experiences of and
relationship to white supremacy for all people
of color within a U.S. context.
1
Brown
While there is not a common definition of
Brown people, in this Scorecard Brown refers
to people who self identify as Brown which
can include Brown Latinx folx, Indigenous
folx, and Asian folx (South East Asian, Indian,
Middle Eastern folx). It should be noted that
some of these identities may overlap (ex. Brown
Indigenous Latinx person).
Collaboration
Collective action, working together, group
oriented goals, tasks, learning & achievement)
through mutual goals, shared responsibility,
support/resources, and performance/
assessment.
Dominant Knowledge Systems/
Indigenous Knowledge Systems
“Western knowledge systems are built upon
the idea of positivism, which is the belief that
the most trustworthy source of knowledge
is information acquired by the senses and
verified by logical, scientific, or mathematical
testing. Knowledge that does not come in this
way is regarded with a great deal of suspicion.
Indigenous knowledge systems, which are
based on metaphysical beliefs, tend to view
knowledge as much more subjective, and so
are not as prescriptive in how they go about
acquiring it.”
2
Implicit Bias
The attitudes or stereotypes that affect our
understanding, actions, and decisions in an
unconscious manner.
Interdependence
The state of being dependent upon one
another. Indigenous cultures are based on
the worldview that all things in the universe
are dependent on each other—humans, land,
water, plants, animals. This is in contrast to
European worldview of individualism and
independence of humans from each other and
from nature.
Non-binary
Term used to describe genders that don’t
fall into one of these two categories: male or
female.
3
Non-western Centric
Reflecting a tendency to interpret the world
in ways that are not of European or Anglo-
american values and experiences.
Pedagogy
The method and practice of teaching,
especially in relation to an academic subject
or theoretical concepts.
GLOSSARY
1. The BIPOC Project. Retrieved from thebipocproject.org
2. Dunn, M. (2014, September 26). Linking Indigenous and
Western Knowledge Systems. Retrieved April 25, 2015, from
The Theory of Knowledge Website: Theory of Knowledge.net.
3. National Center for Transgender Equality. (October, 2018).
Understanding non-binary people: How to be respectful and
supportive. Retrieved from https://transequality.org/issues/
resources/understanding-non-binary-people-how-to-be-
respectful-and-supportive
29 CRSE STEAM CURRICULM SCORECARD GUIDELINES
CRE-STEAM REFERENCES, READING & RESOURCES
STEM
How to Avoid Pitfalls Associated with Culturally Responsive Instruction (link)
Corneille, M., Lee, A., Harris, K. N., Jackson, K. T., & Covington, M. (2020).
Developing Culturally and Structurally Responsive Approaches to STEM
Education to Advance Education Equity. Journal of Negro Education, 89(1), 48–57.
Vakil, S. & Ayers, R. (2019). The racial politics of STEM education in the USA:
interrogations and explorations, Race Ethnicity and Education, 22(4), 449-458,
DOI: 10.1080/13613324.2019.1592831 (Link) (Read here)
Sengupta-Irving, T. & Vossoughi, S. (2019). Not in their name: re-interpreting
discourses of STEM learning through the subjective experiences of
minoritized girls. Race Ethnicity and Education, 22(4), 479–501. DOI:
10.1080/13613324.2019.1592835
Morales-Doyle, D. & Gutstein, E.R. (2019). Racial capitalism and STEM education
in Chicago Public Schools. Race Ethnicity and Education, 22(4), 525-544. DOI:
10.1080/13613324.2019.1592840
Wilson-Lopez, A. (2016). Culturally Responsive STEM Education: Roundtable at
the National Science Foundation’s DRK-12 PI Meeting. Retrieved from https://
cadrek12.org/sites/default/files/Culturally%20Responsive%20STEM%20
Education.pdf?mc_cid=e40119223e&mc_eid=1a2a84c298
ARTS
Acuff, J.B., Hirak, B. & Nangah, M. (2012). Dismantling a master narrative: Using
culturally responsive pedagogy to teach the history of art education. Art
Education, 65(5), 6.
Hanley, M. S. (2011). You Better Recognize!: The Arts as Social Justice for African
American Students. Equity & Excellence in Education, 44(3), 420–444.
Hunter-Doniger, T., Howard, C., Harris, Renard, & Hall, C. (2018). STEAM through
culturally relevant teaching and storytelling. Art Education, 71(1), 46–51.
McCarther, S. M., & Davis, D. M. (2017). Culturally Relevant Pedagogy Twenty-
Plus Years Later: How an Arts Approach to Teaching and Learning Can Keep the
Dream Alive. American Educational History Journal, 44(2), 103–113.
Wexler, A. (2018). #BlackLivesMatter: Access and Equity in the Arts and
Education. Art Education, 71(1), 20–23.
SCIENCE
Decolonizing Science Reading List by Chanda Prescod-Weinstein (link)
Kicking It Up a Notch: Becoming a Culturally Relevant Science Educator by
Valerie Butler (link)
Aguilar-Valdez, J. R., LópezLeiva, C. A., Roberts-Harris, D., Torres-Velásquez, D.,
Lobo, G., & Westby, C. (2013). Ciencia en Nepantla: the journey of Nepantler@s in
science learning and teaching. Cultural Studies of Science Education, 4, 821.
Bettez, S., Aguilar-Valdez, J., Carlone, H., & Cooper, J. (2011). On negotiating
White science: a call for cultural relevance and critical reflexivity. Cultural
Studies of Science Education, 6(4), 941–950.
Brown, J. C. (2017). A metasynthesis of the complementarity of culturally
responsive and inquiry-based science education in K-12 settings: Implications
for advancing equitable science teaching and learning. Journal of Research
in Science Teaching, 54(9), 1143–1173. https://doi-org.proxy.library.nyu.
edu/10.1002/tea.21401
Fikile Nxumalo, F. & kihana miraya ross (2019) Envisioning Black space in
environmental education for young children, Race Ethnicity and Education, 22:4,
502-524, DOI: 10.1080/13613324.2019.1592837
Glynn, T., Cowie, B., Otrel-Cass, K., & Macfarlane, A. (2010). Culturally Responsive
Pedagogy: Connecting New Zealand Teachers of Science with Their Maori
Students. Australian Journal of Indigenous Education, 39, 118–127.
Irzik, G., & Nola, R. (2009). Worldviews and their relation to science. Science &
Education, 18(6–7), 729–745.
Morales-Doyle, D. (2017). Justice-Centered Science Pedagogy: A Catalyst for
Academic Achievement and Social Transformation. Science Education, 101(6),
1034–1060.
Walls, L., Buck, G. A., & Akerson, V. L. (2013). Race, culture, gender, and nature of
science in elementary settings. In J. A. Bianchini, V. L. Akerson, A. C. Barton, O. Lee,
& A. J. Rodriguez (Eds.). Moving the equity agenda forward [Electronic Resource]:
Equity Research, Practice, and Policy in Science Education (pp. 123–151). New
York: Springer Netherlands.
Yoon, J., & Martin, L. A. (2019). Infusing Culturally Responsive Science Curriculum
into Early Childhood Teacher Preparation. Research in Science Education, 49(3),
697–710. https://doi-org.proxy.library.nyu.edu/10.1007/s11165-017-9647-x
30 CRSE STEAM CURRICULM SCORECARD GUIDELINES
MATH
TODOS Math: https://www.todos-math.org/
The Mo(ve)ment to Prioritize Antiracist Mathematics: Planning for This and Every
School Year (2020) (link)
CRMT Lesson Analysis Tool: http://www.mathconnect.hs.iastate.edu/
documents/CRMTLessonAnalysisTool.pdf
Culturally Relevant Pedagogy in Mathematics: A Critical Need by Shelly Jones
TED Talk: https://www.youtube.com/watch?v=EjLOuUhN6xY
Abdulrahim, N. A., & Orosco, M. J. (2020). Culturally Responsive Mathematics
Teaching: A Research Synthesis. Urban Review: Issues and Ideas in Public
Education, 52(1), 1–25.
Aguirre, J., & del Rosario Zavala, M. (2013). Making culturally responsive
mathematics teaching explicit: a lesson analysis tool. Pedagogies, 8(2), 163–190.
DOI: 10.1080/1554480X.2013.768518
Martin, D. B. (2019). Equity, Inclusion, and Antiblackness in Mathematics
Education. Race, Ethnicity and Education, 22(4), 459–478.
Kokka, K. (2018). Healing-Informed Social Justice Mathematics: Promoting
Students’ Sociopolitical Consciousness and Well-Being in Mathematics Class.
Urban Education. https://doi.org/10.1177/0042085918806947
Leonard, J., Napp, C., & Adeleke, S. (2009). The Complexities of Culturally
Relevant Pedagogy: A Case Study of Two Secondary Mathematics Teachers and
Their ESOL Students. High School Journal, 93(1), 3–22.
Luitel, B. C. (2018). A Mindful Inquiry towards Transformative Curriculum Vision
for Inclusive Mathematics Education. Learning: Research and Practice, 4(1),
78–90.
Ukpokodu, O. N. (2011). How Do I Teach Mathematics in a Culturally Responsive
Way?: Identifying Empowering Teaching Practices. Multicultural Education, 19(3),
47–56.
TECHNOLOGY
Decolonizing Technology: A Reading List by Beatric Martini (link)
Ashcraft, C., Eger, E. K., & Scott, K. A. (2017). Becoming Technosocial Change
Agents: Intersectionality and Culturally Responsive Pedagogies as Vital
Resources for Increasing Girls’ Participation in Computing. Anthropology &
Education Quarterly, 48(3), 233–251.
Benjamin, R. (2019). Race after technology: Abolitionist tools for the new Jim
code. Cambridge: Polity.
Morales-Chicas, J., Castillo, M., Bernal, I., Ramos, P., & Guzman, B. L. (2019).
Computing with Relevance and Purpose: A Review of Culturally Relevant
Education in Computing. International Journal of Multicultural Education, 21(1),
125–155.
Nakajima, T.M. (2020). Lighting Up Learning: Teachers’ pedagogical approaches
for mak(e)ing computing culturally responsive in electronic-textiles classrooms.
Scott, K. A. ( 1 ), Sheridan, K. M. ( 2 ), & Clark, K. ( 3 ). (n.d.). Culturally responsive
computing: a theory revisited. Learning, Media and Technology, 40(4), 412–436.
Vakil, S. & McKinney de Royston, M. (2019). Exploring politicized trust in a racially
diverse computer science classroom. Race Ethnicity and Education, 22(4), 545-
567, DOI: 10.1080/13613324.2019.1592846
ENGINEERING
Castaneda, D.I. (2019). Exploring critical consciousness in engineering curriculum
through an ill-structured problem.
Castaneda, D.I. (2019). Culturally relevant pedagogy: An approach to foster
critical consciousness in civil engineering. Journal of Professional Issues in
Engineering Education and Practice, 144(2), 8-21.
Jordan, S. S., Foster, C. H., Anderson, I. K., Betoney, C. A., & Pangan, T. J. D.
(2019). Learning from the experiences of Navajo engineers: Looking toward
the development of a culturally responsive engineering curriculum. Journal of
Engineering Education, 108(3), 355–376.
Khalil, D., Bruce, A. W., & Kier, M. (2019). Designing Culturally Relevant Engineering
Challenges: Connecting Equitable Mathematics Teaching Practice with
Standards of Mathematical Practice. Conference Papers -- Psychology of
Mathematics & Education of North America, 297–302.
Leonard, J., Mitchell, M., Barnes-Johnson, J., Unertl, A., Outka-Hill, J., Robinson,
R., & Hester-Croff, C. (2018). Preparing teachers to engage rural students
in computational thinking through robotics, game design, and culturally
responsive teaching. Journal of Teacher Education, 69(4), 386–407.
Mills, M. (2019). Fusing culturally responsive teaching, place conscious education,
and problem based learning with mobile technologies: Sparking change.
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