Date of Award


Document Type


Degree Name

Philosophy (Ph.D)


Education Specialties

First Advisor

Joseph C Rumenapp

Second Advisor

Audrey Figueroa-Murphy

Third Advisor

Nikki Chamblee


The COVID-19 pandemic that emerged in China and spread globally in early 2020 caused schools to shut down and forced educators to adapt their curricula to an online format. For many students, especially English language learners (ELs), this disruption exposed vast disparities to access and equitable instruction. For science, technology, engineering, and math (STEM) educators, this presented several challenges and barriers in adapting science content that required hands on experiential learning to a virtual, two-dimensional format. For English learners (ELs) in STEM classes, it has been particularly challenging learning in this new remote modality. The study used Interpretive Phenomenological Analysis (IPA) to explore a cohort of STEM teachers’ perceptions on the impact of teaching ELs remotely during the COVID-19 pandemic. Using IPA provided the researcher contextualized accounts of this unprecedented event to the limited extant literature in the field. Results of the study provided unique insights for stake holders to develop future comprehensive professional development for STEM teachers to better support them in teaching STEM to ELs be it in person or online.