LANGUAGE IN CONTEXT: EXPLORING THE LEARNING EXPERIENCES OF CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS IN STEM AFTER-SCHOOL PROGRAM

This study examines how language shapes interactions and learning outcomes for culturally and linguistically diverse middle school girls and their facilitators in an after-school STEM program. Grounded in the multiple identities approach, it explores how participants navigate hierarchies, build relationships, and engage through their multiple identities. Using Systemic Functional Linguistics, it analyzes linguistic strategies to reveal how language empowers or marginalizes. Focusing on interpersonal meanings of tenor, it examines expressions of authority and autonomy. The findings emphasize how participants’ multiple identities—such as gender, race, language, and cultural background—shape their STEM learning experiences. By exploring the intersection of linguistic and social elements, the study provides critical insights for educators and policymakers to create more equitable and inclusive STEM learning environments.