Abstract
Integrating drone and geospatial technologies with participatory techniques offers a promising approach to culturally responsive STEM education. However, these areas are rarely combined in existing literature. Drone and geospatial education for youth generally focuses on technical skills, while participatory methods in youth-led initiatives often aim to foster community connection and a sense of place. Unfortunately, these approaches typically exist in isolation within youth programming. This disconnect limits the potential to engage underrepresented youth in STEM by not linking spatial data to local contexts and culturally meaningful narratives. By combining these approaches, both technical learning and personal engagement could be enhanced, fostering spatial awareness, cultural relevance, and critical thinking. This article introduces a series of learning activities designed for underserved youth, offering hands-on experiences that merge participatory mapping and drone science. Through community science techniques, youth engaged in activities focused on diversity, equity, inclusion, and environmental justice, linking their lived experiences to broader community and environmental contexts. Geospatial technology and drones connected realworld phenomena with digital tools, exposing youth to career opportunities and the practical applications of these technologies.
Recommended Citation
Rodriguez Gonzalez, Mayra and Torres Garrido, Kevin G.
(2025)
"Culturally Responsive STEM Education: Integrating Mapping Techniques and Drone Technology for Youth,"
Journal of Youth Development: Vol. 20:
Iss.
3, Article 9.
Available at:
https://open.clemson.edu/jyd/vol20/iss3/9
Included in
Child Psychology Commons, Civic and Community Engagement Commons, Community-Based Learning Commons, Developmental Psychology Commons, Leadership Studies Commons
