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This chapter examines the critical importance of early STEM education for children who are racially and linguistically marginalized. Research shows that STEM achievement gaps emerge before formal schooling. The chapter argues that early childhood represents a crucial window for developing STEM identity and competencies. It advocates for culturally responsive pedagogies that recognize children’s funds of knowledge, integrate translanguaging practices, and provide authentic STEM experiences that bridge home and school contexts to disrupt systemic inequities.

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Importance of Early STEM Exposure for Racially and Linguistically Marginalized Children

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  • 发表日期：

    2026年

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  • Rachel G. Salas

摘要

This chapter examines the critical importance of early STEM education for children who are racially and linguistically marginalized. Research shows that STEM achievement gaps emerge before formal schooling. The chapter argues that early childhood represents a crucial window for developing STEM identity and competencies. It advocates for culturally responsive pedagogies that recognize children’s funds of knowledge, integrate translanguaging practices, and provide authentic STEM experiences that bridge home and school contexts to disrupt systemic inequities.