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The text argues that while Western science offers access to science careers, instruction must be socioculturally relevant to children’s lives. It highlights equity concerns in science education, noting educators often lack preparation for culturally and linguistically diverse students, and that traditional approaches can silence voices, reproduce prejudice and inequity, and disempower families. It presents culturally competent, sociocultural STEM program practices such as leveraging funds of knowledge and pausing to notice children’s ideas and questions.",{"@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/should-rey-mysterio-drink-gatorade-cultural-competence-in-afterschool-stem-programming/590458/",{"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/should-rey-mysterio-drink-gatorade-cultural-competence-in-afterschool-stem-programming/590458.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the text emphasize socioculturally relevant science education for children?","Question",{"text":112,"@type":113},"It argues that access to Western science must be delivered in ways connected to children’s lived contexts. Sociocultural relevance helps broaden opportunities and supports equitable participation in STEM learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What equity concerns does the text raise about traditional science education?",{"text":117,"@type":113},"The text states that traditional approaches can stifle children’s voices, reproduce prejudice and inequity, and disempower children and their families. It also notes educators may be unprepared for the learning needs of culturally and linguistically diverse students.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the FIESTAS framework support STEM learning in afterschool programs?",{"text":121,"@type":113},"FIESTAS creates space for educators to notice children’s ideas and questions and use connections in children’s communities. It emphasizes culturally competent teaching that leverages funds of knowledge and embeds STEM content into rich learning experiences.","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},590458,1792855679,{"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":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"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,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Should Rey Mysterio Drink Gatorade?  \nCultural Competence in Afterschool STEM Programming  \nKathryn Ciechanowski, SueAnn Bottoms, Ana Lucia Fonseca, and Tyler St. Clair  \nThe afterschool hours offer children unscripted and flexible time to explore their spaces and interests so they can learn in and from their surroundings. They engage with the world, exploring natural environmentsand connecting with others through social relationships. For example, during informal fútbol games with friends, children learn how to position their bodies to block opponents and take shots on goal. At home, they view cartoons on television and delight in characters that float by escaping from gravity. With their families, they prepare the garden in spring by collecting earthworms and expelling slugs. While interacting with the world, they build relationships with family, friends, and community members to co-construct understanding and share knowledge.  \nAlthough teaching Western science gives children access to science professions, this education should take place in socioculturally relevant ways using the contexts of children’s lives. According to the U.S.  \nDepartment of Education, students of color comprised 42 percent of public school students in 2007; they are projected to reach majority status in the next few decades (National Center for Education Statistics,  \nKATHRYN CIECHANOWSKI is an associate professor of ESOL/ bilingual and literacy education and the interim associate director for research of the Center for Latino/a Studies and Engagement at Oregon State University. Her work with bilingual and bicultural learners won her a first-place dissertation award from the National Association of Bilingual Education.  \nSUEANN BOTTOMS is an assistant professor of science education at Oregon State University. Her research focuses on creating contexts to help preservice teachers take up practices of equitable science teaching. As part of the FIESTAS project, she has won numerous regional and state awards for collaboration and diversity.  \nANA LUCIA FONSECA is a member of the Oregon State University Extension faculty who works in community engagement. She has a [B.S. in](B.S. in) social psychology and an [M.S. in](M.S. in) natural resource education and extension. She has won state and regional awards in diversity and educational programing in 4-H Youth Development.  \nTYLER ST. CLAIR is a Ph. D. student at Oregon State University. He holds an [M.A. in](M.A. in) chemistry and an [M.T. in](M.T. in) teaching from the University of Virginia.  \n2007) . Latino/as, the fastest-growing and youngest Sociocultural approaches also recommend that  \ndemographic group, will constitute nearly 30 percent educators interrogate the ways in which societal of the entire U.S. population by 2040 (U.S. Census inequalities are implicated in science education (Barton, Bureau, 2008) . However, the teaching force in the U.S. 2000) . Practitioners should question how traditional is predominantly white and middle class (Castro, 2010) . science education stifles children’s voices, reproduces Researchers have found that school educators are not prejudice and inequity, and disempowers children and fully prepared to meet the learning needs of culturally families. They can then actively reflect on ways to broaden and linguistically diverse students (King, Shumow, & children’s opportunities and harness cultural resources Lietz, 2001; Lee, Hart, Cuevas, & Enders, 2004) . to empower youth in science. Focusing on sociocultural  \nConnections to children’s lives and resources in processes, studies of effective afterschool programs children’s communities can be used to foster science, demonstrate how children actively build relationships technology, engineering, and math (STEM) learning when with adults and peers; co-construct knowledge in their educators pause to notice children’s ideas and questions. experiences and networks of people; and live and play in Families Involved in Education: So","cbCailtzg7h2D6mI","https://ap.wps.com/l/cbCailtzg7h2D6mI","pdf",329812,"English","# Introduction and setting\n## Afterschool learning as contextual, relational experience\n# Sociocultural science education and equity\n## Need for socioculturally relevant instruction\n## Challenges for culturally and linguistically diverse students\n# Program approach: FIESTAS\n## Leveraging connections to families and communities\n## Funds of knowledge for STEM learning","[{\"question\":\"Why does the text emphasize socioculturally relevant science education for children?\",\"answer\":\"It argues that access to Western science must be delivered in ways connected to children’s lived contexts. Sociocultural relevance helps broaden opportunities and supports equitable participation in STEM learning.\"},{\"question\":\"What equity concerns does the text raise about traditional science education?\",\"answer\":\"The text states that traditional approaches can stifle children’s voices, reproduce prejudice and inequity, and disempower children and their families. It also notes educators may be unprepared for the learning needs of culturally and linguistically diverse students.\"},{\"question\":\"How does the FIESTAS framework support STEM learning in afterschool programs?\",\"answer\":\"FIESTAS creates space for educators to notice children’s ideas and questions and use connections in children’s communities. It emphasizes culturally competent teaching that leverages funds of knowledge and embeds STEM content into rich learning experiences.\"}]","Should Rey Mysterio Drink Gatorade? - Cultural Competence in Afterschool STEM Programming | PDF",1792069671,23]