Biography
David Liu is currently a doctoral student in the School of Education at the University of California, Irvine, with a concentration in Learning, Teaching, Cognition, and Development (LTCD).
David’s work addresses the STEM identity and STEM interest gap of students from marginalized and disempowered communities. He is interested in researching how to support young girls of color to see themselves as scientists. The goal of David’s research is to reform systems of inequality that is rooted in cultural and institutional barriers. He documents STEM learning activities that blur the lines between school and in school with home. He finds that activities that are congruent with youth culture in school, out of school, and home, are powerful mechanisms to support young girls of color to see themselves as scientists. To build on his work, David critically explores how to collaborate with educators to design and improve science learning environments that leverage children’s interests and experiences to position themselves as active and engaged science learners.
David graduated with his bachelor’s degree in Anthropology and Public Health and a minor in Educational Studies from the University of California, Irvine. After graduation, he spent a year in AmeriCorps State program in a children’s museum conducting a research study on how children develop scientific thinking skills and understand their own learning processes. Along with being a research assistant, David taught in the museum’s after school K-5 STEM program.
David Liu is currently a doctoral student in the School of Education at the University of California, Irvine, with a concentration in Learning, Teaching, Cognition, and Development (LTCD).
David’s work addresses the STEM identity and STEM interest gap of students from marginalized and disempowered communities. He is interested in researching how to support young girls of color to see themselves as scientists. The goal of David’s research is to reform systems of inequality that is rooted in cultural and institutional barriers. He documents STEM learning activities that blur the lines between school and in school with home. He finds that activities that are congruent with youth culture in school, out of school, and home, are powerful mechanisms to support young girls of color to see themselves as scientists. To build on his work, David critically explores how to collaborate with educators to design and improve science learning environments that leverage children’s interests and experiences to position themselves as active and engaged science learners.
David graduated with his bachelor’s degree in Anthropology and Public Health and a minor in Educational Studies from the University of California, Irvine. After graduation, he spent a year in AmeriCorps State program in a children’s museum conducting a research study on how children develop scientific thinking skills and understand their own learning processes. Along with being a research assistant, David taught in the museum’s after school K-5 STEM program.
