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Abstract

Amid increasing calls for students to use data in new ways and engage with issues of social justice in STEM contexts, we report on a curriculum development project in which students explore environmental racism through data. Drawing from syncretic approaches to learning, we support youth in putting their own personal experiences and social narratives into direct conversation with large quantitative datasets through storytelling. We report on our design, as well as the successes and challenges of implementing this curriculum with youth from privileged backgrounds. We describe the in-the-moment adjustments we made to support our students’ sensemaking about racialized phenomena and suggest modifications for future iterations of the curriculum, including the need to support race-conscious analyses, scaffold the integration of historical and political evidence with quantitative data, and focus the course on discussions of whiteness and privilege.

Author Biography

Emily Reigh



Emily Reigh is a postdoctoral researcher on the Writing Data Stories project at the University of California, Berkeley and an instructor in the Berkeley Teacher Education Program. Her research focuses on designing science learning environments that engage and sustain the cultural and linguistic practices of students from minoritized communities. Before embarking on her graduate studies, she spent a decade teaching science in a public high school in Oklahoma and an international high school in Cairo, Egypt.

Meg Escudé



Meg Escudé is a PhD student at the University of California, Berkeley who takes a critical approach to the learning sciences. Her research engages community-based afterschool educators in the co-development of liberatory learning experiences for young people. Meg has over 12 years of experience as an educator and program director in which she worked to create out-of-school learning environments that honor the diverse ways in which non-dominant children and youth express their brilliance, particularly in work that intersects STEM, cultural practice, and art.

Michael Bakal



Michael Bakal is PhD candidate at UC Berkeley’s Graduate School of Education, where he co-designs and studies youth participation in environmental justice programs. A former high school biology teacher and media advocacy trainer, Michael has worked since 2009 with the community-based organization Voces y Manos in Maya-Achí territory in Guatemala. Working with that organization, his dissertation is focused on youth engagement in agroecology programs as a response to the climate crisis.

Eddie Rivero



Eddie Rivero is a research associate at the John Gardner Center for Youth and Their Communities at Stanford University. Eddie’s dissertation examined youth of color’s play as a critical site of inquiry for understanding how digital technologies can be leveraged to design for relational equity. As a postdoctoral fellow at the Learning Policy Institute, Eddie continued his studies on the role that relationships play in the learning and development of young people through his research on the Relationship-Centered School campaign in California. Eddie’s research employs critical approaches to co-designing equitable learning ecologies with students, teachers, and community organizations.

Xinyu Wei



Xinyu Wei is a master’s student at the University of California, Berkeley studying learning sciences. An international scholar from China, she is passionate about making STEM education more accessible for students from socioeconomically minoritized communities and helping students interpret the real-world meaning of knowledge like mathematicians and scientists do. Xinyu desires to scaffold students to position their cultural practices and interests as grounds for expansive learning. She also focuses on examining the affordances of task-based interviews to mathematize students’ in- and out-of-school experiences during formative assessments.

Collette Roberto



Collette Roberto is a PhD student at the University of California, Berkeley working at the intersection of computer science (CS) education and learning sciences (LS). Collette is interested in the design of new approaches to CS Education that reject the notion that science is neutral and objective. The design of such approaches requires that we take a meaningful stake in the communities we serve, and similarly rejects the notion of researchers as unbiased observers. Instead, Collette believes that the way forward is to engage in co-design with students and teachers for new CS learning experiences.

Damaris Hernández



Damaris Hernández is a middle math teacher in Chicago and a graduate student in Relay School of Education through Teach for America. As an undergraduate at the University of California, Berkeley, her interdisciplinary program of study addressed the issue of inequitable access to quality math education for students from nondominant communities. Her research focuses on rehumanizing mathematics classrooms and centering student voices and stories through culturally sustaining curriculum. As a first generation Latina, she hopes to inspire her students to see themselves as mathematicians and to use math to learn about their community and make the world a better place.

Amber Yada



Amber Yada is an undergraduate at the University of California an American Studies major, Education minor at the University of California, Berkeley. She is pursuing an interdisciplinary undergraduate degree with a focus on race, media, and education that explores questions of identity, representation, and learning. She is also an animator who nerds out over animated shorts with counter-hegemonic narratives.

Kris D. Gutiérrez



Kris D. Gutiérrez is associate dean of the School of Education and the Carol Liu Professor of Education at the University of California, Berkeley. She holds expertise in the learning sciences, literacy, educational policy, and qualitative and design-based approaches to inquiry. Gutiérrez’s research employs a critical approach to the Learning Sciences and to Cultural Historical Activity Theory, examining the cultural dimensions of learning in designed learning environments, with attention to students and families from non-dominant and translingual communities.

Michelle Hoda Wilkerson



Michelle Hoda Wilkerson is an associate professor in the School of Education at the University of California, Berkeley. Her research focuses on the teaching and learning of computational literacies. This includes studying how youth learn about, use, and create computational artifacts including simulations, data visualizations, and other digital scientific media; and, exploring how teachers and students understand the role(s) these artifacts play in science, personal expression, and society.

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