ABSTRACT
In my inquiry, I explore the questions: How do I learn more about my students’ responsibilities and career goals? In what ways do I support them in these goals in my science classroom? How can my learning about culturally responsive and sustaining education support these efforts? In this chapter, I illustrate what I have learned about making culturally responsive and sustaining education (CRSE) tangible in my teaching through describing strategies that I use to learn about my students and to help them connect to science in ways that are personally and professionally meaningful for them. In my journey toward developing a clear understanding of what CRSE can mean for my science teaching, I ground my thinking in three intersecting concepts of relationship, relevance, and reflection.
