Sembrando equidad:: un estudio empírico para probar la viabilidad de fomentar la ética de la equidad en la educación primaria estadounidense en las áreas de ciencias, tecnología, ingeniería y matemáticas (STEM)

• Madison C. Allen Kuyenga ^[1] ; Briana Green ^[3] ; Sukanya Moudgalya ^[2] ; Christa Robinson ^[3]
  1. [1] Pennsylvania State University

     Pennsylvania State University

     Borough of State College, Estados Unidos

     
  2. [2] University Of Tennessee System

     University Of Tennessee System

     Estados Unidos

     
  3. [3] Facultad de Educación, Universidad Estatal de Michigan

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• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 37, Nº 4 (diciembre), 2025, págs. 998-2032
• Idioma: español
• Texto completo no disponible (Saber más ...)
• Resumen

  • Este estudio de prueba de concepto evalúa la viabilidad de que la educación moral podría contribuir al diseño de los entornos de aprendizaje para la población infantil estadounidense de color, subrepresentada en la educación de las áreas de ciencias, tecnología, ingeniería y matemáticas (STEM). Estudios descriptivos demuestran que algunas personas de color en el campo de las áreas STEM valoran la posibilidad de vincular su trabajo con la equidad, la cultura y la comunidad; es decir, la ética de la equidad . En este artículo se combina la literatura sobre la ética de la equidad con la literatura sobre la importancia de una exposición temprana a las STEM y se explora la posibilidad de tratar la ética de la equidad como concepto normativo en la ampliación y el fomento de la participación en la investigación. Se detalla la implementación de un programa STEM que combinó las ciencias informáticas y el contenido moral mediante la aplicación Adinkra Computing: un software programable basado en la significatividad geométrica de la simbología Adinkra, originaria del África Occidental. En concreto, se implementó un programa de programación Adinkra con niños ( n  = 28) en una ciudad estadounidense predominantemente afroamericana. Los resultados de la aplicación de este programa sugieren que futuros estudios deberían hipotetizar que la ética de la equidad podría constituir un concepto normativo para diseñar entornos de aprendizaje más enriquecidos, que apoyen a los niños de color en la educación STEM.

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