Teaching and Learning Faculty Publications
Document Type
Conference Proceeding
Publication Date
4-8-2026
Abstract
This study examines how culturally and linguistically sustaining environmental STEM education (CLSE-STEM) fostered student agency and environmental consciousness among Hispanic/Latinx students in Rio Grande Valley border schools. Through qualitative analysis of the Raíces y Ciencia project's water quality investigations, the research explored how teachers integrated students' cultural and linguistic resources with environmental science learning. Data from conference panel presentations, educator surveys, and classroom artifacts revealed three key themes: linguistic border-crossing as scientific understanding pathways, connecting family knowledge to environmental justice advocacy, and positioning students as community researchers. Findings demonstrate that centering Hispanic students' cultural assets while addressing local water quality issues disrupted traditional STEM power dynamics and created authentic learning opportunities for borderland communities.
Recommended Citation
Ganesan, U. M. (2026). Hispanic Students as Environmental Scientists: Culturally Sustaining STEM Pathways Through Raíces y Ciencia (Paper presented at the annual meeting of the AERA Annual Meeting, Los Angeles, CA, Apr 5, 2026). AERA Online Paper Repository. https://doi.org/10.3102/2272674
Publication Title
AERA Online Paper Repository
DOI
10.3102/2272674
