The Teaching Strategies to Improve Students of Immigrants in STEM Learning within the K-6 Setting

Abstract

With the growing population of immigrant students and the demands of STEM professionals in the U.S. labor market, the quality of STEM education (Science, technology, engineering, and math) for students with immigration backgrounds need to be addressed. This study focuses on how to support children of immigrants who are aged from kindergarten to sixth grade in their STEM learning within American classrooms. By reviewing 27 articles from 2003 to 2022, the research develops strategies to support this group's students in their STEM learning from the following perspectives: family engagement, linguistic culturally responsive teaching, and project-based integrated STEM learning. Firstly, the family engagement approach shows that the home-school connection provides a consistent STEM learning environment for the students. Secondly, the linguistic culturally responsive teaching reflects students’ STEM identities and incorporates their interest in STEM learning. Lastly, the project-based integrated STEM learning strategies accommodate students’ individual needs in their STEM learning and deepen their comprehension of each STEM subject.