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Research & Recognition Faculty Research Profiles Faculty Research Profiles Dr. Angela Chapman

College of Education and P-16 Integration Division of Academic Affairs

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Brownsville Address: One West University Blvd., BMAIN 2.306, Brownsville, TX 78520
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Research Spotlight: Dr. Angela Chapman

Q & A with Dr. Angela Chapman, Associate Professor in the Department of Teaching and Learning, Education Co-Director for UTeach, Director of Engaged Scholarship & Learning


What are your research interests and research achievements?

My research explores diversity, equity, and inclusion in science, technology, engineering, and mathematics (STEM), including teaching and learning practices that mitigate practices that have historically marginalized many students in STEM. Specifically, I have developed multiple vocabulary strategies (MVS) that leverage students’ cultural and linguistic capital to better learn science and mathematics. In addition, my research examines how motivation, interest, and identity influence a students’ achievement in and pursuit of a STEM career.

How does your work align with UTRGV’s and CEP’s strategic plans?

Both the University of Texas Rio Grande Valley’s and College of Education and P-16 Integration’s mission and vision are driven by educational success for our students that demonstrate cultural responsiveness to the growing bilingual and biliterate RGV community. As a STEM teacher educator, I am committed to connecting theory to practice as a way to ensure my students are prepared to ensure that all K-12 students have equitable access to a high-quality education.

What are your current projects?

  1. One research project, SABES: Spanish As a Bridge for Educational Success, is an ongoing effort that has developed strategies that utilize students’ funds of knowledge to leverage language, culture, and personal experience to support their learning in math and science classrooms. This research has identified strategies that improve math and science learning for high school students as well as their perception of language and culture in learning.
  2. A second line of research investigates factors that influence STEM identity in P-16 students, with an emphasis on individuals who have been historically marginalized in STEM education and underrepresented in STEM careers.
  3. A third line of research is the development of a counter-praxis framework for the preparation of secondary math and science teachers. This framework was developed using LatCrit and teacher agency theories to develop teacher agents of change through counter-storytelling.
  4. A third line of research is “Transforming Undergraduate Education in STEM through Culturally Relevant Pedagogy and Community Engagement”. This NSF funded research is in collaboration with Alex Racelis and Alyssa Cavazos and investigates the role of Spanish in undergraduate freshmen biology and algebra courses.
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