Family-centered, culturally responsive garden-based learning supports Latina girls’ engagement and science identity developmentThis study examined the impact of a garden-based STEM program for Latina girls (grades 5-6) from low-income schools in the U.S. The Our Plot of Sunshine Project was a 7-week garden project in which girls and their caregivers grew food in small school garden plots to serve at a culminating tostada party. In contrast to most garden projects and educational interventions, this one integrated project-based learning, garden-based learning, family engagement, and cultural responsiveness in an effort to build upon and extend the girls’ science capital, science identities, and community cultural wealth. The research portion of the project consisted of a mixed methods design which measured participants’ science identities, engagement, and career aspirations at four points, including a follow up survey three months after the programs. The goal was to measure changes over time and program effectiveness.
The researchers administered surveys in both English and Spanish to students and parents at four time points: the beginning of the project, mid-point of the project, end of the project, and three months after the project. They also included program evaluation questions at the mid-point and end-point of the project. Survey questions were adapted from existing instruments, and survey responses were measured longitudinally to track changes over time for each participant in three categories: science identity, interest/enjoyment, and career/future.
Quantitative analysis of grouped survey responses showed the following results. The Science Identity scale and Career/Future scale showed significant increases across the study. The Interest/Enjoyment scale showed small increases over time that were not statistically significant. Both parents and daughters reported consistently positive views of the program. For daughters, the highest-rated aspect of the program was the use of both Spanish and English. For parents, the strongest response was recommending the program to other parents. Differences between mid-program measures and post-program measures were statistically insignificant. Parents consistently rated the program higher than daughters with all but three survey items reaching levels of statistical significance.
Overall, the positive measures of this program point to the promise of family-centered, culturally responsive garden-based learning to support Latina girls’ engagement and science identity development. Comparing pre-project and post-program measures suggests participants sustained positive views of themselves as science learners and saw STEM careers as viable career paths for them. Given existing disparities for girls and Latino students in both science achievement and representation in STEM careers, these are important findings for Latina girls. Of all parts of the project, the use of both Spanish and English resonated the most with participants. These results have several implications for practice, including the importance of bilingual instruction, family engagement, and the integration of hands-on activities with cultural connections in garden-based learning.
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