Addressing inequities in STEM through culturally responsive practices in an after-school math enrichment activity

Abstract Background Latine students in the United States face persistent barriers to educational opportunities, especially in science, technology, engineering, and mathematics (STEM) fields. Although organized after-school activities hold promise as structural supports for adolescents marginalized in STEM, more research is needed to understand how to make them effective, empowering spaces for all students. Culturally responsive practices have been shown to be beneficial in classrooms and may offer a promising approach but have been understudied in after-school activities. Grounded in culturally relevant pedagogy and culturally responsive practices, this qualitative study explored students’ perceptions of culturally responsive practices within a university-based after-school math enrichment activity. Methods In winter and spring 2024, semi-structured qualitative interviews were conducted with 26 purposefully selected middle school students (58% girls, 100% Latine) from the larger population of 104 student participants of an after-school math enrichment activity. Reflexive thematic analyses explored student-identified culturally responsive learning practices at the after-school activity and how they compared to in-school learning practices. Results Based on deductive and inductive coding of the qualitative data, adolescents identified practices spanning all theoretical domains of culturally responsive practices as central to their learning in the after-school activity. Students described how these practices enhanced their confidence, persistence, and engagement in mathematics. Though some practices resembled those they experienced in school (e.g., collaborative problem solving), students emphasized that the after-school activity also provided unique opportunities—such as individualized guidance, youth-led approaches, and a reduced emphasis on grades—that made them feel more supported, and that the math they learned was relevant to their lives. Conclusions Findings provide empirical evidence that culturally responsive practices can be meaningfully enacted in after-school STEM activities and experienced positively by Latine youth. By affirming students’ cultural identities and leveraging their strengths, these practices helped create inclusive environments where adolescents viewed themselves as capable math learners. As after-school STEM activities continue to expand, embedding culturally responsive practices offers a promising pathway to broadening participation and supporting students’ persistence and success in STEM.