Fostering STEM Identity in Underserved Students: A Teacher’s Story

 Fostering STEM Identity in Underserved Students: A Teacher’s Story

Introduction

It’s a common refrain among educators to lament, “They never seem to try.” Yet behind that frustration often lies a host of unseen barriers. Recently, I held two parent-student conferences that forever changed how I view certain students in my classroom—a young man and a young woman—who have long tested my patience and teaching strategies. Their critiques stung, but their honesty also revealed the realities faced by students whose language, background, and experiences continually undermine their sense of belonging in STEM.



Eye-Opening Conferences

Each conference was meant to address behavior, attendance, and low assessment grades. However, they quickly became heartfelt discussions about language barriers, broken trust, and a deep-seated fear of failure.

  1. The Young Lady’s Conference:

    • Present: The dean of students, who served as her advocate and translator, ensuring both parents and student could fully express themselves.
    • Her parents were concerned about her reported lack of participation, yet she claimed she felt unsupported because “she didn’t understand what was being taught.”
    • She revealed a routine of copying classmates’ work or relying on one-on-one demonstrations from me just enough to replicate the examples. She admitted this allowed her to pass without truly learning—an act of survival in a system where she felt perpetually behind.

  2. The Young Man’s Conference:

    • Present: His parents, for whom he translated, shifting between English and their home language to communicate the situation.
    • He, too, claimed I had failed him by not “reteaching” math every time he asked, even though he had skipped or tuned out of many lessons.
    • In the midst of these discussions, he confessed it was easier to appear apathetic or “tough” than risk being seen as clueless in math. He saw skipping class or refusing to work as a means of protection against the shame of not understanding.

Listening to these students translate for or lean on a trusted dean of students underscored that communication—both linguistic and emotional—stood at the heart of their struggles.

Where It All Began

These students’ attitudes did not emerge overnight. Both come from backgrounds where English was not their first language. Their early schooling was dominated by the need to decode English words instead of building foundational math skills. They faced frequent moves, poverty, and the ever-present reality that academic systems often failed to provide the scaffolding they needed.

By the time they reached middle and high school, they were forced to grapple with grade-level expectations in math while still lacking the basics taught in the earliest grades. Each failed assignment deepened their math trauma—an open wound that left them sensitive to any hint of failure.

The Math Trauma

Their stories illustrate a painful cycle:

  • Failing or falling behind in math → Feeling embarrassed or judged → Shutting down or finding “workarounds” → Never truly catching up.

For the young man, shutting down meant avoiding class or hiding behind an indifferent attitude. For the young lady, a “workaround” involved copying assignments and mimicking examples without grasping the underlying concepts. Both strategies ward off the immediate sting of failure but do nothing to heal the underlying academic deficit.

Reflections as a Teacher

Their honesty, delivered in front of parents and deans, left me feeling humbled and exposed. In their minds, I was not helping enough; in my eyes, I couldn’t help because they never engaged when I offered support. Yet, in truth, we were all caught in a system that wasn’t built for them:

  1. Systemic Shortcomings: Language barriers, mobility, and large class sizes can make it nearly impossible to provide the constant individual attention they need.
  2. Personal Accountability: While they must be held accountable for their effort, I also had to question whether my methods of instruction and intervention were truly meeting them where they were.
  3. Bridging the Gap: Seeing these conferences unfold with translation support highlighted the communication divide—not just in language, but in understanding their emotional and educational needs.

A Path Forward

Healing these students’ “open wounds” isn’t about a single dramatic intervention. Rather, it requires a sustained, empathetic approach that prioritizes relationships and authentic student-teacher connections.

  1. Growth-Based Grading: Shift the focus from perfect answers to celebrating incremental improvements. Let them see that every small gain matters.
  2. Transparent Scaffolding: Provide them with accessible steps, reminders, and resources that target the foundational skills they’ve missed. Keep the language simple and consistent.
  3. Building Trust: Show them that even when they test limits or act out, you remain committed to their success. Acknowledge their background and the systemic hurdles they face, and assure them you’re an ally in their learning.
  4. Respectful Accountability: Hold firm on classroom expectations while offering sincere, personalized support. Speak openly about how behavior impacts their progress, but clarify that mistakes don’t sever your relationship.

From Conferences to Classroom Change

After these conferences, I will be modifying lessons to include targeted scaffolding, one-on-one check-ins at more strategic intervals, and increased positive reinforcement for any effort shown. When a student who normally left a page blank even attempted one or two problems, I will make a point to congratulate that effort publicly—recognizing that for them, it was more than just a minor step; it was a leap.

In time, these small gestures—like praising the young lady for doing a problem on her own instead of copying, or acknowledging the young man for attending class all week—will have a cumulative effect. Every bit of authentic encouragement chipped away at their defensive habits.

Conclusion

These conversations with parents, deans, and students were sobering. They forced me to rethink my role not just as an educator, but as a system-change agent. My responsibility extends beyond delivering content; it involves helping them heal from the academic wounds inflicted over years of struggle.

Yes, these students must grow. Yes, they need accountability. But they also need to know, beyond any doubt, that we as treachers see them as capable, worthwhile, and deserving of every opportunity a strong math education can provide. With patience, humility, and genuine connection, we can transform old narratives of failure into new stories of resilience, one conference and one classroom experience at a time.

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