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Conducted at local Boys and Girls Club facilities, students explored renewable energy, the water cycle, Newton’s laws, and natural disasters. Culturally responsive reading and writing used culturally relevant books, journal writing, hands-on projects, and a science fair presentation. Findings highlight literature as a bridge for scientific and mathematical understanding and support diverse participation through inclusive after-school opportunities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/integrating-mathematics-science-and-literacy-into-a-culturally-responsive-stem-after-school-program-article-3/600126/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/integrating-mathematics-science-and-literacy-into-a-culturally-responsive-stem-after-school-program-article-3/600126.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the after-school program described in the manuscript?","Question",{"text":112,"@type":113},"The program integrates literacy with STEM to increase middle grades students’ interest in learning science and mathematics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which science topics did students learn about?",{"text":117,"@type":113},"Students studied renewable energy, the water cycle, Newton’s laws, and natural disasters.",{"name":119,"@type":110,"acceptedAnswer":120},"How does culturally responsive literature support students in this program?",{"text":121,"@type":113},"The manuscript states that culturally responsive picture books and graphic novels help students connect scientific and mathematical concepts to their lives and role models, strengthening understanding.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600126,1792624840,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Current Issues in Middle Level Education  \n\n| Volume 26  Issue 1 | Article 3 |\n| --- | --- |\n| 2021\u003Cbr>Integrating Mathematics, Science, and Literacy into a Culturally Responsive STEMAfter-School Program\u003Cbr>Shelli L. Casler-Failing\u003Cbr>Georgia Southern University, [scaslerfailing@georgiasouthern.edu](scaslerfailing@georgiasouthern.edu)\u003Cbr>AlmaD. Stevenson\u003Cbr>Georgia Southern University, [almastevenson@georgiasouthern.edu](almastevenson@georgiasouthern.edu)\u003Cbr>[Beverly A. King Miller](Beverly A. King Miller)\u003Cbr>Georgia Southern University, [bamiller@georgiasouthern.edu](bamiller@georgiasouthern.edu)\u003Cbr>Follow this and additional works at: [https://digitalcommons.georgiasouthern.edu/cimle](https://digitalcommons.georgiasouthern.edu/cimle)\u003Cbr> Part of the Curriculum and Instruction Commons, and the Junior High, Intermediate, Middle School Education and Teaching Commons |  |\n\nRecommended Citation  \nCasler-Failing, Shelli L.; Stevenson, Alma D.; and King Miller, Beverly A. (2021) \"Integrating Mathematics, Science, and Literacy into a Culturally Responsive STEM After-School Program,\" Current Issues in Middle Level Education: Vol. 26 : Iss. 1 , Article 3.  \nDOI: 10.20429/cimle.2021.260103  \nAvailable at: [https://digitalcommons.georgiasouthern.edu/cimle/vol26/iss1/3](https://digitalcommons.georgiasouthern.edu/cimle/vol26/iss1/3)  \nThis description is brought to you for free and open access by the Journals at Digital Commons@Georgia Southern. It has been accepted for inclusion in Current Issues in Middle Level Education by an authorized administrator of Digital Commons@Georgia Southern. For more information, [please contact](please contact digitalcommons@georgiasouthern.edu)[ digitalcommons@georgiasouthern.edu](please contact digitalcommons@georgiasouthern.edu).  \nIntegrating Mathematics, Science, and Literacy into a Culturally Responsive STEM  \nAfter-School Program  \nShelli L. Casler-Failing  \nGeorgia Southern University  \nAlma D. Stevenson  \nGeorgia Southern University  \nBeverly A. King Miller  \nGeorgia Southern University  \nAbstract  \nThis manuscript shares the implementation of an after-school literacy in STEM (science,  \ntechnology, engineering, and mathematics) program designed for middle grades students to  \nincrease their interest in science and mathematics learning. This program was conducted at our  \nlocal Boys and Girls Club facilities where students learned about four science topics (renewable  \nenergy, water cycle, Newton’s laws, and natural disasters) . Students participated in culturally  \nresponsive reading and writing activities incorporating culturally relevant books, journal writing,  \nhands-on projects, and a culminating science fair presentation on the topic of their choice. The  \nauthors determined that using literature, particularly culturally responsive picture books and  \ngraphic novels, to bridge the students’ understanding of scientific and mathematical concepts  \nwas an important component of this program. The students’ reactions to the program reflect the  \nimportance of offering a variety of avenues for students to represent their understanding, and  \nthey corroborate the significance of after-school programs to provide opportunities for diverse  \nstudent populations to participate in culturally responsive programs to promote literacy and  \ninterest in STEM disciplines.  \nIntroduction  \nThere is much research reporting that people of color have been, and continue to be, underrepresented in STEM (science, technology, engineering, and mathematics) fields. How do we create opportunities that support middle grades students in becoming interested in a STEM field? Our answer—in an area of the rural southeast where over 40% of the population is nonWhite and 14% of the population lives in poverty (United States Census Bureau, 2019)—was to partner with the local Boys and Girls Club (BGC) to offer an engaging after-school experience for middle grades students integrating mathematics, science, and literacy skills thr","cbCaimJqgakpF4Od","https://ap.wps.com/l/cbCaimJqgakpF4Od","pdf",559494,"English","# Abstract\n# Introduction\n# Why Culturally Responsive Practices?","[{\"question\":\"What is the focus of the after-school program described in the manuscript?\",\"answer\":\"The program integrates literacy with STEM to increase middle grades students’ interest in learning science and mathematics.\"},{\"question\":\"Which science topics did students learn about?\",\"answer\":\"Students studied renewable energy, the water cycle, Newton’s laws, and natural disasters.\"},{\"question\":\"How does culturally responsive literature support students in this program?\",\"answer\":\"The manuscript states that culturally responsive picture books and graphic novels help students connect scientific and mathematical concepts to their lives and role models, strengthening understanding.\"}]","Integrating Mathematics, Science, and Literacy into a Culturally Responsive STEM After-School Program - Article 3 | PDF",1792090079,48]