Bridging the Gap Advancing STEM Diversity through Multilingual Education Policies

Michael, Stephen (2024) Bridging the Gap Advancing STEM Diversity through Multilingual Education Policies. American Journal of Language, Literacy and Learning in STEM Education, 2 (12). pp. 346-356. ISSN 2993-2769

Text Bridging the Gap Advancing STEM Diversity through Multilingual Education Policies.pdf Download (959kB)

Abstract

The increasing global demand for STEM professionals highlights the critical importance of fostering diversity and inclusion within these fields. Despite their immense potential, underrepresented groups, particularly multilingual learners, face systemic barriers that hinder their academic and professional growth in STEM disciplines. This research investigates how multilingual education policies can serve as a transformative tool to address these challenges by bridging the gap between linguistic diversity and STEM equity. Drawing from a comprehensive review of literature, the study examines the cognitive, cultural, and academic benefits of bilingual education, emphasizing its role in enhancing problem-solving skills, critical thinking, and adaptability—competencies essential for success in STEM. Through an in-depth analysis of existing policies, such as the Every Student Succeeds Act (ESSA), and their gaps, the research identifies critical areas where language education and STEM curricula intersect. A case study of California’s dual-language STEM programs provides tangible evidence of how such policies can improve academic performance, foster cultural inclusion, and boost engagement in STEM subjects. Quantitative data reveals that students enrolled in bilingual programs outperform their peers in STEM assessments, while qualitative insights highlight the value of culturally responsive teaching and social-emotional learning in supporting multilingual learners. The findings underscore the urgent need for systemic changes, including the expansion of dual-language programs, increased funding for educator training, and stronger collaboration between language and STEM educators. By leveraging the unique cognitive and cultural assets of multilingual learners, multilingual education policies can drive equity, innovation, and excellence in STEM education. The study concludes with actionable recommendations for policymakers, educators, and communities, advocating for a more inclusive and globally competitive STEM workforce.

Item Type:	Article
Subjects:	L Education > L Education (General)
Divisions:	Postgraduate > Master's of Islamic Education
Depositing User:	Journal Editor
Date Deposited:	30 Dec 2024 12:35
Last Modified:	30 Dec 2024 12:35
URI:	http://eprints.umsida.ac.id/id/eprint/15045

Actions (login required)

View Item