ABSTRACT
In this chapter, we present two examples of possibilities for leveraging the cultural practices of students from non-dominant communities in STEM classrooms. We examine 1) the learning context of domino play among African American youth and adults and 2) a middle school science and engineering classroom where the teacher fluidly incorporates students’ everyday communication patterns into a lesson. These two examples illustrate the expanded possibilities for the kinds of learning and interaction that can occur in learning setting both in and out of schools. Thus, we make an argument for the importance of leveraging students’ cultural practices for improving learning outcomes and connection to learning environments for students.
