Enhancing STEM Education through Culturally Relevant Engineering Design: A Mixed-Methods Approach to Improving Student Retention and Engagement

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@article{1706445,
      author = {Adesola Samson Adetunji, Beryl Fonkem, Toyosi Motilola Olola, Odunayo Rofiyat Olaniyan, Gamaliel Olola; Ayokunle Fadeke Afolayan},
      title = {Enhancing STEM Education through Culturally Relevant Engineering Design: A Mixed-Methods Approach to Improving Student Retention and Engagement},
      journal = {Iconic Research And Engineering Journals},
      year = {2023},
      volume = {7},
      number = {1},
      pages = {618-627},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1706445.pdf},
      abstract = {This study examines the role of Culturally Relevant Engineering Design (CRED) in retaining students in STEM education across school districts and communities in the United States. As STEM fields face challenges in maintaining diverse student populations, particularly among underrepresented groups, this paper examines how CRED principles can foster inclusive and independent learning environments enter the box. Through case studies from a variety of regions, including the Northeast, Southeast, Midwest, and Western United States, this study identifies effective practices for integrating CRED into STEM education and it focuses on the impact on student persistence and success. The findings would suggest that when properly implemented, CRED not only increases retention rates but also contributes to a more culturally relevant and helpful educational experience. This paper provides insights into how community change affects CRED implementation and recommendations for educators and policymakers to further support student diversity in STEM fields.},
      keywords = {Culturally Relevant Engineering Design (CRED), STEM education, Student retention, Inclusive education, Diverse student populations, Educational Equity.},
      month = {July},
  }