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This investigation of translanguaging is grounded upon the ubiquitous theme of structures explicitly and implicitly found in the translanguaging literature. Through this theme, this paper begins by providing a novel theoretical framework followed by considering the need for translanguaging (e.g., education's growth of multilingualism; deficit-oriented labeling; funds of knowledge, and hegemony and inequities) and investigating the nature of translanguaging (e.g., origins and interpretations, definitions, and translanguaging in education). [ABSTRACT FROM AUTHOR]

In this paper, I explore the importance of incorporating principles of social justice and cultural awareness in 21st century education. Specifically, I explore the utilization of autoethnographic research as a powerful tool for non-Indigenous teachers to enhance their cultural awareness. To illustrate this, I present a vignette featuring an Australian Indigenous child deeply connected to his culture to describe how a culturally insensitive school counsellor misdiagnosed him with a global developmental delay. In contrast, the child's teachers strived to avoid cultural insensitivity and challenge institutional racism by assessing the child and taking into account local funds of knowledge. To enrich the understanding of cultural competence, I integrate Bronfenbrenner's (1979) social ecological model, a global framework, with the Australian Early Years Learning Framework (EYLF). The EYLF, developed based on the United Nations Convention on the Rights of the Child, reinforces the importance of international children's rights and may support non-Indigenous teachers' understanding of Indigenous children. By combining these approaches, educators can foster a culturally aware and inclusive environment for their students. [ABSTRACT FROM AUTHOR]

Children's everyday mathematics has been well evidenced by a growing body of research and is widely acknowledged as fundamental to meaningful learning in early childhood education. However, literature supports that drawing upon children's mathematical resources for further learning requires that the range of these resources is valued and noticed at school. Considering that up to now little is known about the way children express their mathematical ideas during naturally occurring activities within classrooms, this study sought to enhance our understanding of this issue. Informed by previous research on the emergence of early mathematics during play and based on the funds of knowledge framework, we investigated the content, the processes and the origin of children's mathematical knowledge in a kindergarten classroom, with the aim to understand through a sociocultural lens where and how this knowledge is situated and how this information is revealed during play activities. Evidence foregrounds the importance of examining all the different facets of children's everyday mathematics for creating responsive curricula and confirms the critical role of play for investigating this type of cultural knowledge within schools. [ABSTRACT FROM AUTHOR]

The aim of this qualitative study is to examine the funds of knowledge that a group of teacher educators drew on as means of professional development and quality provision. The study was carried out with 13 teacher educators working at a pre-service English language teacher education (ELTE) programme in Argentina. Data were collected between 2014 and 2019 by means of interviews and an arts-based form instrument called significant circle. Findings show that the teacher educators deployed a wide range of individual-based as well as community-based funds of knowledge to enhance their knowledge of English language teaching and evidence-based practice. Based on the findings, a taxonomy is proposed to understand teacher educators' funds of knowledge. [ABSTRACT FROM AUTHOR]

We highlight how the use of holistic biliteracy and translanguaging perspectives can be applied in the assessment of emergent bilingual middle school students' writing to counter deficit views of their divergent repertoires. The study took place in a Mountain West middle school with a large Latinx population. We analyzed eleven emerging bilingual students' (EBs) responses to a writing prompt in an English language arts class. Findings include EBs' use of translanguaging [García, O. 2009. Bilingual Education in the 21st Century: A Global Perspective. Wiley-Blackwell], or strategic languaging, in which the students used different codes/languages in their writing. Additionally, this study found that EBs might show different patterns of spelling development as they learn to access the different alphabetic patterns of their respective repertoires. Finally, the study highlights how EBs draw from diverse discourse patterns as they compose. The analysis revealed the cultural and linguistic knowledge(s) EBs bring to developing their writing, which are often not part of monolingual English writing rubrics. Thus, the implications suggest that teachers need to develop critical sociolinguistic responsive practices as the field seeks to equitably assess the writing of EBs. Moreover, we suggest that critical cultural and linguistic awareness is needed in order to nurture the identities and competencies of EBs. [ABSTRACT FROM AUTHOR]

Participatory based methodologies, like the funds of identity approach, often employ arts-based methods and graphic elicitation as a complement to the traditional autobiographical interview. The funds of identity approach addresses deficit discourses that position disadvantaged learners as problematic by encouraging teachers to construct curriculum based on their learners' experiences and identities. Whilst previous research has validated the efficacy of visual strategies in uncovering students' funds of identity, the role of visual strategies rooted in digital literacies, such as avatars, has yet to be fully explored. This paper contributes to the funds of identity literature by exploring how avatars could be used as a visual strategy for uncovering Chinese students' funds of identity. It argues that text-based strategies are generally used in funds of identity research as a first step whilst there is not continued or sufficiently robust use of text-based elicitation in association with visual-based creation. This paper shows how text based strategies can be used throughout the data collection process as more than just a complement to visual strategies, but as an integral part of it, in the form of a multimodal method. [ABSTRACT FROM AUTHOR]

College and university students are diverse learners with nuanced learning needs. Reliance on traditional teaching and learning approaches are often ill-suited for students from groups and communities with a communal or cultural focus. Such groups rely heavily on personal, significant relationships. These students arrive at school with a wealth of knowledge, experiences, and concerns that often go unacknowledged and unmet by faculty. A lack of understanding of students from diverse cultural groups can adversely affect their classroom learning experience. Faculty who include culturally inclusive projects and assignments in their teaching methods are able to address the learning needs of all students. HBCU's have traditionally fused African American culture and academics. Yet, culturally inclusive assignments, culturally responsive pedagogy, and a focus on funds of knowledge can help students bridge the divide between their home and academic lives. This creates an inviting learning environment for all students in any academic setting. [ABSTRACT FROM AUTHOR]

Using a funds of knowledge framework, this qualitative case study focuses on Latina/o staff in a college outreach program. Findings suggest the success of the outreach program is influenced by staff who have incorporated funds of knowledge into their professional practice. This study reveals that funds of knowledge are not only accumulated or culturally developed bodies of knowledge, but that individuals can also embody funds of knowledge through respeto, family bonds, and commitment. Such research on staff can further our understanding on how institutional values, critical agency networks, and funds of knowledge work to enhance educational opportunities for Latina/o communities. [ABSTRACT FROM AUTHOR]

This testimonio examines how a 3rd grade bilingual teacher unpacks the learning process as it relates to her agency in implementing culturally relevant (Ladson-Billings, Am Educ Res J, 32(3):465–491, 1995, Soc Stud Curric Purp Probl Possib, pp 201–215, 2001; Quiocho and Rios, Rev Educ Res, 70(4):485–528, 2000) and culturally sustaining (Paris, Educ Res 41(3):93–97, 2012) lessons with her culturally and linguistically diverse students. Utilizing ethnographic methods, data was collected through oral and written testimonios from Ms. Méndez (pseudonym), a bilingual 3rd grade teacher. Findings reveal how implementing culturally sustaining lessons along with teacher self-reflection supported how Ms. Méndez critically examined her teaching approaches. This article highlights how through testimonio a bilingual teacher can reflect on her pedagogical practices including how she used students' funds of knowledge as a steppingstone into learning, how bilingual teachers use ingeniosidad/ingenuity by taking what students already know and growing new learning possibilities, and ultimately what we stand to learn from the voice of a teacher. This article concludes that when teachers utilize ideological and pedagogical clarity, they are able to make autonomous curricular decisions; and they are able to find innovative approaches that foster meaningful learning experiences for all their students. [ABSTRACT FROM AUTHOR]

This article is a reflective, research-informed, commentary on educational disadvantage from two lecturers in Education who have spent large proportions of their professional lives working in 'DEIS' school settings before transitioning into teacher education. This reflection intends to problematise the concept of educational disadvantage and will then proceed to explore, through literature and some empirical findings, possibilities for changing paradigms of policy and practice in marginalised school settings. Most research and writing on educational disadvantage in Ireland has focused upon policy, statistics, and the problems that accompany marginalisation. We intend to explore possibilities for change at the level of policy and practice, considering interventions in terms of curriculum, pedagogy and assessment; and how we can address inequalities in educational experiences. We will explore possibilities around key areas such as: disrupting 'cultural deficit' theories and fixed ideas of ability related to educational disadvantage; consider nuanced intersectional understandings of inequalities in education; framing 'funds of knowledge' perspectives in curriculum, pedagogy and assessment; and encouraging critical pedagogical approaches amongst teachers. We are hopeful that this article will support teachers in schools, researchers and policy makers as they endeavour to make a difference in their work with marginalised communities. [ABSTRACT FROM AUTHOR]

In this article, we consider the narrative reflections of elementary teacher and study co-author, Khahlela, as she recounts her difficult transition from a childhood and primary schooling filled with rich experiences in the natural world into high school and university science courses which left her feeling marginalized and lacking science expertise. Using a method we term participatory narrative to unpack Khahlela's story, we reflect on the implications of her experiences for the way science is taught in schools. We argue that an important step in addressing the way science is taught is shifting where science is taught. Based on Khahlela's struggles, we advocate a funds of knowledge approach to recognize students who enter school with specialized outdoor, ecological, and/or naturalist knowledge, and urge the creation of space for this expertise within science classes. We combine this approach with Third Space theory to suggest using the outdoors as Third Space for school science instruction. [ABSTRACT FROM AUTHOR]

The voices and experiences of formerly incarcerated college students are emerging throughout the social science literature. The importance of documenting their narratives is grounded in the reality that more than an estimated 12,000 system-impacted people are enrolled throughout the California postsecondary education system. This paper highlights the knowledge and skills formerly incarcerated students possess and deploy to navigate higher education successfully. Our study adds to the growing body of literature examining the experiences of formerly incarcerated Latinx students from an anti-deficit perspective. We use the theory of funds of knowledge and semi-structured interviews with 16 formerly incarcerated Latinx students at different points of the postsecondary education pipeline to understand their experiences. We find that formerly incarcerated Latinx students tapped into their "hustle" to move from surviving to thriving in higher education. These pre-college skills, acquired through their life experiences, allow students to seek academic and financial resources, create academic networks, and make personal connections with institutional agents to overcome various personal and institutional barriers. [ABSTRACT FROM AUTHOR]

This case study examines how teachers preserve and foster the funds of knowledge students bring to school in the Palenque community of Colombia. Data was collected using the funds of knowledge Matrix instrument, open-ended questions, teacher interviews, and non-participant observations. An analysis of data was done using a domain analysis process, and a category of cultural meanings. The findings included the creation of three new categories: ethnobotany, Kuagros, and Kulum. The study identified teachers' educational practices that fit the culturally relevant profile. These involve rethinking curriculum, reforming instruction, considering the types of funds of knowledge, and a more ethnographic approach. [ABSTRACT FROM AUTHOR]

Many teachers enter the profession with a deficit-perspective of their students and their communities, particularly those working with students from low-socioeconomic backgrounds and/or students who are emergent bilinguals. Yet the majority of the students in our schools today come from backgrounds that often have different sets of values and different ways of viewing the world. The result is that, too often, educators adopt a deficit perspective. The goal of this study was to disrupt deficit thinking by introducing preservice teachers to the notion that students arrive in our classrooms with existing funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992). Through class activities and assignments, preservice teachers were introduced to the concept of funds of knowledge. This study examines the impact of introducing an asset-based perspective early in candidates’ preparation and asks what shifts occur in preservice teachers’ perspectives of their students and the resources those students bring when engaged in purposeful examination of their own and their prospective students’ cultural funds of knowledge.

The present study examines the presence of Basic Needs Insecurity (BNI) among Mexican origin first-generation college students. Specifically, this transformative mixed methods study explores BNI in access to healthcare, housing, employment, and transportation among study participants. Most importantly, this research illuminates students’ Funds of Knowledge (FK) as assets and strategies that Mexican origin first-generation college students activate to navigate BNI. Findings reveal higher levels of BNI present among first-generation compared to continuing-generation college students and highlight familial, community, and institutional supports as sources of FK for Mexican origin first-generation college students to address BNI. Implications for research and practice are provided.

In South Africa, little is known about the funds of knowledge of young children, and how they use this resource to affirm their agency in early childhood centres to build their childhood experiences. With this article we contribute knowledge through exploring the strategies that young children use to show their agency and thereby their funds of knowledge in a marginalised context. The funds of knowledge approach is helpful for illuminating meaning-making endeavours that foreground agentic actions that are imaginative, creative and beyond normative expectations. The study reported on in this article was conducted in Bloemfontein, South Africa, at 4 early childhood centres. Data were obtained through observation of 30 three- and 4-year-old children. The findings suggest that young children engage in agentic strategies of avoiding, ignoring and challenging adult control, pretend-play, imitation of adults and peers, and gendered negotiations, as efforts to contest a largely teacher-controlled environment. The insights from this study contribute to the understanding of the kinds of practices in which young children routinely engage, but which are often disregarded and undervalued by teachers. The agentic imagery of children, together with intersections of other imagery, needs to be part of the knowledge mix to inform teacher development and policy on early childhood care and education of children between birth and 4 years old in South Africa.

Despite frequent references to the field of Persian language education, it is only in the past decade that scholars have conducted empirical research on Persian language teaching. Like teachers of other foreign languages, Persian language teachers base their teaching methodologies on their expertise, practical experiences, and students’ needs. They not only teach about the language, but they also portray the social, cultural, and educational contexts in which they were born, grew up, and were educated. This ethnographic article describes the teaching practices of three teachers of Persian as a heritage language at the beginning level. First, I investigate the language teaching methodologies each teacher applies in their classroom. Second, I discuss the ways that teachers bring various forms of funds of knowledge (Moll et.al. 1992) into their teaching journey. I also explore if and how the funds of knowledge of Persian language teachers are integrated into their teaching activities and materials in their classrooms.

• Displaced people utilise an array of formal and informal learning resources to assist them in (re)settlement. • The capacity of these sources of knowledge to provide accurate and timely information impacts capital conversion/activation. • The conversion of different types of capital is neither a homogenous nor a linear process. It is cyclical and iterative. • The 'exchange rates' for successful conversion and activation of capital in the host country are not immediately clear. • Stakeholder collaboration and consulting with displaced people are key to understanding and supporting capital portfolios. Education—both formal and informal—is a fundamental human right and key to individual and community-level health, economic sustainability, and social and (trans)cultural engagement. While previous research has examined the challenges of pursuing education in the context of migration and (re)settlement, the value of education as capital and the complexities of converting this capital in emergency international displacement requires further investigation. We conducted a pilot study with displaced people from Ukraine who arrived in Australia after February 2022 to explore the uptake and use of both formal and informal learning resources and opportunities. In this paper, we describe and analyse how displaced people employ these learning resources to complement, convert, and activate their educational (cultural, social, and symbolic) capital (Bourdieu, 1986) when (re)settling in a new place. We consider how during their time in Australia, participants' patterns of utilising both informal and formal learning resources are neither linear nor homogenous and are subject to multiple adjustments along the way. We found that while there was no lack in learning resources available, their practical value in terms of capital conversion or activation was not immediately clear for these displaced people. To deal with this lack of information about the strategic value of different learning resources, our participants took up an array of informal and self-directed learning options, which proved useful both as pathways to more formal educational opportunities and as valuable sources of knowledge in themselves. Overall, in our participants' experiences, a more accurate and timely informational guidance was needed to turn education into a valuable asset in (re)settlement. [ABSTRACT FROM AUTHOR]

This study examined the naturalistic conversations of 62 parent-child dyads during informal learning at an aquarium and with a subsample at home. Children (Mage = 69.8 months) with their parents were observed and audio recorded while exploring an aquarium exhibit, and a subset of dyads returned recorded home conversations reminiscing about the aquarium visit. Parentchild conversations at the aquarium were coded for child science talk and a range of parent talk variables, and parent-child conversations at home were coded for child science talk and talk about the value of the aquarium visit. Results revealed that parents tended to use more elaborative statements compared to other talk types in the aquarium. Yet, the different types of questions and statements that parents used with their children at the aquarium differentially related to their children's science talk in the aquarium and while reminiscing at home. Findings highlight often-overlooked types of parent talk that provide meaningful ways for families to engage in science and may lead to positive child learning outcomes. [ABSTRACT FROM AUTHOR]

In New Zealand and internationally, diverse groups of people are under-represented in mathematics. Disrupting deficit discourses requires educators to recognise the funds of knowledge of learners. This article focuses on stories of mathematics at home and in the community of Pacific learners to highlight what we can learn from the voices of diverse learners and challenge notions that mathematics is deficient in their homes and lives. The study used an indigenous research framework, Tivaevae, with a participatory research strategy, photo-voice, to position participants to share their funds of knowledge. Data analysis drew on thematic analysis to examine different funds of knowledge and mathematics evident in photo-elicitation interviews. The findings highlight the richness of the funds of knowledge and provide insight into stories of mathematics that are not typically recognised in classrooms. The documentation of diverse learners' funds of knowledge related to mathematics challenges ongoing deficit discourse. [ABSTRACT FROM AUTHOR]

Immigrant youth accumulate expansive linguistic, cultural, and experiential knowledge through their border‐crossing experiences. These transnational funds of knowledge accompany immigrant youth as they enter various literacy development contexts, including community‐based heritage language (HL) schools. This ethnographic case study focuses on a 15‐year‐old Korean American female student and the ways she sustains her HL by maintaining her transnational connections. This study also highlights how the focal youth passes down her multilingual and transnational expertise to younger generations by fostering the children's HL literacy and teaching them culture through her transnational experiences. The study demonstrates the importance of recognizing immigrant youth's transnational experiences as curricular resources and creating opportunities for them to mentor and teach young children as youth‐educators. Additionally, this study shows that youth should be involved in designing culturally sustaining HL curriculum to help support the HL and literacy learning of children and youth from immigrant families. [ABSTRACT FROM AUTHOR]

Indigenous West Papuan children live with the political legacy of the Indonesian colonization of their region, which shapes their beliefs and attitudes towards their identity and culture. Working with three Indigenous Lanninese children in West Papua within a qualitative case study methodology, we explored the role education can play in preserving Lanninese culture and identity by increasing students' sense of place. The increasing use of labels of worthlessness among Indigenous West Papuans, along with feelings of being distinct from Indonesians — who contribute to the devaluation of the West Papuan identity — were unconsciously taken up by children. Initially, the stigma of having black skin and curly hair triggered the students' feelings of racial discrepancy and worthlessness, causing Lanninese students to imitate Indonesians. However, the implementation of a place-based education curriculum titled 'Who is Papuan' helped them acknowledge their identity and culture. This curriculum was designed in collaboration with elders and a native teacher to utilize the funds of knowledge centred on local place characteristics and cultural values and was delivered using bilingual and culturally responsive teaching and learning approaches. [ABSTRACT FROM AUTHOR]

This study examined the naturalistic conversations of 62 parent-child dyads during informal learning at an aquarium and with a subsample at home. Children (Mage = 69.8 months) with their parents were observed and audio recorded while exploring an aquarium exhibit, and a subset of dyads returned recorded home conversations reminiscing about the aquarium visit. Parent-child conversations at the aquarium were coded for child science talk and a range of parent talk variables, and parent-child conversations at home were coded for child science talk and talk about the value of the aquarium visit. Results revealed that parents tended to use more elaborative statements compared to other talk types in the aquarium. Yet, the different types of questions and statements that parents used with their children at the aquarium differentially related to their children’s science talk in the aquarium and while reminiscing at home. Findings highlight often-overlooked types of parent talk that provide meaningful ways for families to engage in science and may lead to positive child learning outcomes.

Background/Context: There is much to understand about how parents and children interact around mathematics, particularly with families whose home language is different from the children's main language of schooling. Families of immigrant origin are likely to bring experiences and knowledge that may be different from what their children's schools expect or value. Educators can benefit greatly from a better understanding of these experiences and the nature of the parent–child mathematical interactions. Purpose/Focus of Study: Learning about and from the nature of parent–child mathematical interactions can support the in-school learning of mathematics of bilingual children. We use positioning theory to explore the question, "What are the positions in parent–child interactions during mathematics tasks?" Setting: The context for our study is workshops designed to engage families in explorations of mathematical tasks from the school curriculum, with a focus on conceptual understanding and problem-solving. The workshops were bilingual; most parents were of Mexican origin and had Spanish as their primary language, while their children were being taught in English at school. The workshops built on two related theoretical concepts: funds of knowledge and parents as intellectual resources. Research Design: This study focuses on interactions between parents and children around mathematics. We did a purposeful selection of video clips from the workshop recordings. In this article, we focus on two cases that present two different contexts, a game situation and a more school-like mathematics activity. We used positioning theory to interpret how the mothers and children related with each other and therefore interactively positioned themselves and each other. Findings: In both cases, mothers and daughters held the position of knowledge holders, and their positions changed in moment-to-moment interactions. Also, while at times, the mothers exerted a position of authority as mothers, they did not use this position to impose their views; rather, they engaged with their daughters in the learning process. The mothers and their daughters drew on their everyday ways of being (e.g., playfulness, translanguaging) in their mathematical interactions. The interactions showed instances of co-learning, that is, adapting and learning from each other. Conclusions/Recommendations: The mothers and daughters in this study drew on their everyday ways of being, including their cultural and linguistic funds of knowledge, during the mathematical interactions. Teachers can improve their practice by learning about these interactions. It is important to explore how educators can develop co-learning environments in the classroom that support collaborative sense-making. [ABSTRACT FROM AUTHOR]

Background: Making mathematics connections between home and school can have a positive impact on students' mathematics learning. This is particularly important for students whose experiences and perspectives are underrepresented in school curricula. Although there is evidence for how crucial it is to make connections between mathematics instruction and children's lived experiences, doing so is often a challenging task for teachers. Purpose: This study examines what teachers in two different settings—a dual language school and a Structured English Immersion school—learned from engaging in a mathematics collaboration with Latina mothers. We share the teachers' perceptions of their students' and families' mathematics' strengths and how they envisioned their future mathematics teaching. Research Design: This qualitative interpretive study explored how 15 teachers from two states made sense of their experiences working together in a two-year mathematics collaboration with mothers from their school community. We collected multiple teacher reflections and artifacts, and administered a small group interview with teachers and parents and an individual teacher interview. We used an iterative analysis by demarcating the words that pertained to the different data sources, as we looked for patterns of the teachers' key ideas. We summarized the key ideas across the data sources that resulted in six major themes. Findings: The key findings in this study reveal that the teachers learned from the mothers more about their students' lives outside of school, the mothers' mathematics background, and ways to create multiple channels of communication with the mothers. The teachers also learned about the significant contributions that the mothers make to their children's mathematics education and the importance of honoring the mothers' ways of doing mathematics in their mathematics teaching. The teachers shared how the collaboration with the mothers helped to serve as a guide to leverage their students' learning of mathematics in Spanish and English. Conclusions/Recommendations: This study suggests that mathematics collaborations between teachers and parents can be highly beneficial to student learning. It showcases the importance of providing teachers with opportunities to learn about the rich mathematics knowledge that parents from diverse backgrounds possess. This study also demonstrates that creating authentic relationships that enhance mutual understandings between teachers and parents can be key in supporting Latinx students' mathematics learning. We recommend that these types of collaborations between teachers and parents be considered part of the preparation of preservice teachers as well as the professional learning of in-service teachers. [ABSTRACT FROM AUTHOR]

This case study investigates how teachers in a school with a large population of low-income students of color in the U.S. perceived students' cultural capital and associated teachers' roles. Twenty-seven teachers were interviewed and discussed four domains of cultural capital mismatch between students and teachers: behavioral, experiential, academic, and family norm. Teachers often characterized these misalignments as students' deficits and undertook parenting or friendship roles. This study highlights the need to support and train pre-service and in-service teachers' critical consciousness so that teachers leverage students' cultural tools to enhance instruction and to counteract deficit views of students of color. [ABSTRACT FROM AUTHOR]

Background: Engineering programs have increasingly incorporated design challenges into courses. These design challenges vary in the degree to which they present complex, ill‐structured, and relevant problems, and therefore may vary in the degree to which they support students to learn to frame design problems. Purpose/Hypothesis: We characterized how first‐year engineering students with little formal design training approach problem framing. We developed design challenges informed by funds of knowledge. We compared the development of problem framing skills in first‐year students who completed these challenges to students who completed more traditional challenges and to students in capstone design. Design/Method: Students completed a pre/post performance‐based assessment of problem framing skills. We analyzed student responses in terms of design requirements, design practices, and design styles. We used descriptive statistics and correlations to characterize how students initially approached problem framing and repeated‐measures ANOVA to compare groups of students. Results: First‐year students approached framing a design problem in one of four primary ways. Compared to students in the original course, they showed growth in attending to an underlying need, considering contexts of use, and depicting design function. Compared to capstone students, they also showed growth in considering stakeholder roles and planning the next steps. Conclusions: Funds of knowledge can provide a means to evaluate possible design challenges as authentic yet accessible for first‐year students, in turn, providing opportunities to support the development of the design problem framing ability. [ABSTRACT FROM AUTHOR]

Research has shown that international students experience challenges in the United States. This study explored how ten Chinese students drew upon their funds of knowledge to deal with challenges within higher education and analyzed how these students studying abroad positioned themselves within their experiences in the United States. Theoretical perspectives included funds of knowledge and positioning theory. Data sources included twenty interviews with ten participants. Findings showed how participants drew upon their funds of knowledge such as first language and social networks to deal with challenges. Findings also showed (a) how these participants positioned themselves within the storyline of challenges in their early years in college, and (b) how these participants repositioned themselves within the storyline of future plans. [ABSTRACT FROM AUTHOR]

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This study reveals the informal instrumental and socio-emotional support that non-traditional (e.g., Latinx, Black, Indigenous, and first-generation), low-income community college students pursuing STEM majors receive from family members that combat experiences of marginalization and contribute toward their self-efficacy. Family support can be particularly important for underrepresented undergraduate Science, Technology, Engineering, and Math (STEM) students who are at higher risks of dropping out of their program and experience lower levels of success indicators (e.g., sense of belonging, self-concept, and STEM identity) compared to their white and Asian peers. Utilizing a phenomenological approach, we used open-ended questions during focus groups with community college transfer students to gain their experiences with challenges and feelings of belonging in college and STEM. We apply the funds of knowledge framework to investigate the value family support holds for students in navigating STEM challenges and expand the definition of family to include romantic partners and extended family.

This article explores how educators can contribute to the development of STEM identity in historically marginalized groups by using critical frameworks and pedagogies like Funds of Knowledge and Critical Hip-Hop Pedagogy as a curricular tool to counter traditional teaching practices. The authors amplify the importance of cultural spaces that support educators in examining aspects of power, access, and cultural awareness in STEM classrooms to increase student participation and acquisition of STEM knowledge. This article provides a guided activity named “A tale of two citiez” as an example of how educators can act towards (re)conceptualizing and (re)imagining STEM classrooms.

Over the past several months, public schools across the United States have experienced a surge of migrant students.1 This sudden influx of these students has caught many schools and teachers off-guard as they struggle to find and pull together available resources to meet the newcomers' needs. Although the U.S. has a long history of receiving immigrants from all over the world, the educational response schools provide immigrant students remains a controversial topic. In this column, I would like to briefly introduce the historical context into which public school education is situated in addressing immigrant students. Then I'll share some research-informed advice for teachers to consider as they receive migrant students into their classroom. While I do not intend to be overly theoretical, I do hope that these research-informed ideas will inspire and intrigue teachers to learn from the migrant students and create a welcoming environment that better meets the needs of migrant students. [ABSTRACT FROM AUTHOR]