ABSTRACT
This chapter addresses the intersection of the pressing needs for enhanced literacy rates and improved science, technology, engineering, and mathematics (STEM) skills, particularly among underserved youth. Specifically, this chapter describes a study examining how pedagogies of literacy and design can be applied within a community-based afterschool program in an urban context to raise both literacy achievement and STEM interest. In this chapter, results from the first year of a three-year study are discussed. A university-based team developed STEM lessons using research-based best practices for attracting underrepresented students to engineering, mapped to the state content standards, infused with diverse or culturally relevant literature, and included literacy activities. The lessons also reflected the needs and interests of the local community in which the program was situated through the literature selections and design activities. The study explored the relationship between the lessons on the K-12 student learning and interest in STEM areas. Examples of culturally relevant STEM-focused literature, including a tool to evaluate these selections, are shared.
