Incorporate culturally responsive, anti-racist, and multicultural curricula in higher education STEM programs¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends that practitioners "consider pushing for the incorporation of culturally responsive, anti-racist, and multicultural curricula within higher education STEM programs" to address race and racism at the Immediate Contexts level. It cites literature showing culturally responsive curricula positively impact achievement, academic efficacy, literacy skills, cultural identity, and ethnic pride among students of color, and that multicultural curricula benefit white students' ethnic identity, democratic attitudes, and intellectual engagement.

Design Implications¶

Context¶

Requirements¶

• Curricula must reflect the racial and ethnic diversity of the student body and expose students to diverse voices and perspectives in STEM courses

Constraints¶

• The recommendation targets U.S. higher education STEM programs where POC have been absent from curricula for decades

Target Learners¶

• Students of color in STEM higher education
• White students in STEM higher education

Target Learning Goals¶

• Academic achievement, academic efficacy, cultural identity, and ethnic pride in STEM

Claims¶

• Racially marginalized students are less likely to report a sense of belonging in STEM education [+W]

Related Strategies¶

• Maintaining an Inclusive Curriculum
• Discussing Race With Students
• Professional development in asset-based pedagogies and adult SEL to build culturally affirming environments
• Year-round integration of Black history, culture, and contributions across curriculum, environment, and programming

Examples¶

-

Key Sources¶

• Jessica T. DeCuir-Gunby, Paul A. Schutz, Saba L. Modaressi. (2026). Racializing Motivation: A Race-Reimaged Framework of Belonging, Emoting, and Achieving Within STEM Higher Education Contexts. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10220-w