A Comparative Evaluation of Pedagogical Frameworks in Enhancing STEM Engagement Among Underrepresented Student Populations

Abstract

This study investigates the efficacy of various pedagogical frameworks employed to enhance STEM engagement among underrepresented student populations. Employing a mixed-methods approach, we assessed the impact of project-based learning, inquiry-based pedagogy, and culturally relevant teaching strategies on student motivation and academic performance. Data were collected from a diverse cohort of students across multiple institutions, incorporating surveys, interviews, and performance metrics. Our findings indicate that culturally relevant teaching significantly improves student engagement and retention in STEM fields, underscoring the need for inclusive pedagogical practices. This research contributes to the broader discourse on educational equity and provides recommendations for policy and practice.