Language, Literacy, and Sociocultural Studies ETDs

Publication Date

Spring 3-17-2025

Abstract

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.

Keywords

Systemic functional linguistics, interpersonal meanings of tenor, STEM, culturally and linguistically diverse students, multiple identities

Document Type

Dissertation

Language

English

Degree Name

Language, Literacy and Sociocultural Studies

Level of Degree

Doctoral

Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Mary Rice

Second Committee Member

Carlos López Leiva

Third Committee Member

Vincent Werito

Fourth Committee Member

Sylvia Celedón-Pattichis

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