Waukegan, IL - In a climate where national equity in science education is more urgent than ever, Bienvenido Delos Angeles Bacalla Jr., a Philippine-born science educator now teaching in the United States, is gaining recognition for his transformative work in multicultural STEM instruction. With over 14 years of teaching experience across culturally diverse classrooms, Bacalla is setting a national example in how inclusive, culturally responsive pedagogy can close persistent equity gaps and raise achievement among underserved student populations.
Bacalla currently serves as a full-time Biological Science Teacher at Waukegan High School’s Washington Campus in Illinois, where he teaches upper-level science to a student body composed largely of Latino, immigrant, and multilingual learners. His approach combines culturally relevant curriculum design, differentiated instruction, and active learning strategies rooted in the latest research from the U.S. Department of Education, the Next Generation Science Standards (NGSS), and multicultural education frameworks.
His recent white paper, Advancing Equity in U.S. Science Education: A Multicultural Framework for Inclusive and Culturally Responsive STEM Learning, has garnered attention from educational thought leaders and policymakers for its scholarly depth and real-world applicability. Grounded in federal data and enriched by classroom-tested practices, the paper outlines an evidence-based blueprint for reimagining science instruction in America’s public schools. It calls for increased attention to cultural representation in the curriculum, translanguaging support for English Language Learners (ELLs), and systemic reforms that elevate equity to the core of STEM education.
“As a science teacher, I believe education should mirror the richness of our students’ identities, not erase them,” said Bacalla. “Equity is not just about who sits in the classroom—it’s about whose voice and experience shape the lesson.”
A Voice for Marginalized Learners
What distinguishes Bacalla’s work is his unwavering focus on equity for historically marginalized students, especially Black, Latino, and immigrant youth. According to the U.S. Department of Education’s Office for Civil Rights, only 47% of Black students and 32% of Native American students attend high schools that offer a full suite of science courses, such as chemistry, physics, and calculus. Bacalla’s teaching and advocacy directly respond to these disparities.
As sponsor of the Filipino Multicultural Club at Waukegan High School, Bacalla designs science-themed cultural programming that engages students’ heritage and strengthens science identity. He regularly hosts multicultural science fairs and coordinates parent-student conferences that integrate cultural experiences into academic achievement, tracking a practice that earned him accolades such as the School Student Choice Award and Moderator of the Year for his leadership of the school’s Science Club.
His pedagogy also includes Universal Design for Learning (UDL) principles, inquiry-based learning, and formative assessment tools such as Edmentum and PocketLab to adapt lessons for students with diverse learning needs. According to colleagues cited in Waukegan Public Schools references, Bacalla’s feedback strategies and unit planning are models of instructional equity that raise both student engagement and academic rigor.
Thought Leadership and Professional Memberships
Bacalla’s commitment to STEM equity extends beyond the classroom. He is a member of the National Science Teaching Association (NSTA) and the Illinois Science Teaching Association (ISTA). These affiliations reflect his alignment with national and state-level efforts to promote culturally responsive teaching and diversify the science education workforce.
His participation in the 2025 Science Education Symposium at the Chicago Botanic Garden and training sessions on GLAD instructional strategies and PHET interactive simulations has helped bridge cutting-edge educational research with practice. Moreover, his insights contribute to broader policy efforts, aligning with the federal 2018 STEM Strategic Plan, which emphasizes diversity and inclusion as central goals for science instruction in the U.S.
“Bacalla’s white paper isn’t just theoretical, it’s grounded in reality,” said a senior instructional coach at Waukegan High School. “He translates decades of research into lessons students relate to and remember. His classroom is a lab for equity and innovation.”
A Bi-National Educator with Global Insight
Before relocating to the U.S., Bacalla taught at prominent high schools in the Philippines, including Ramon Duterte Memorial National High School and St. Paul College Foundation. There, he served as School and District Cultural Coordinator and led initiatives that integrated Filipino heritage into science curriculum, skills he has seamlessly transferred into the American education system.
His bilingual proficiency, deep cross-cultural understanding, and expertise in inclusive science instruction have made him a model for immigrant educators seeking to contribute meaningfully to the U.S. public school system. Through his work, Bacalla exemplifies how foreign-born professionals can strengthen American classrooms, particularly at a time when shortages of qualified STEM teachers persist in underserved districts.
Policy-Relevant Impact
The substance of Bacalla’s work is reinforced by federal mandates, such as the Every Student Succeeds Act (ESSA), which require disaggregated reporting of student performance and emphasize closing achievement gaps. His white paper provides actionable recommendations that schools and districts can adopt, such as:
- Performing STEM equity audits by subgroup
- Diversifying textbook and instructional material representation
- Offering professional development in cultural competency and trauma-informed STEM pedagogy
- Partnering with community cultural leaders to co-create curriculum
Moreover, Bacalla calls for policy-level initiatives to diversify the teaching profession, echoing recent research by the Learning Policy Institute that teachers of color play a vital role in raising the achievement of students of color and enhancing school culture. His advocacy thus supports systemic reforms, not just instructional tweaks.
National Relevance in a Polarized Landscape
As public discourse around “equity” and “inclusion” in education becomes increasingly politicized, Bacalla’s work remains focused, data-driven, and student-centered. His pragmatic approach emphasizes science achievement, civic responsibility, and social-emotional development. It resonates with educators and administrators across the ideological spectrum because it enhances outcomes for all students, not just a few.
In the words of one science department chair: “Mr. Bacalla doesn’t preach equity he teaches it, builds it, and lives it. That’s why his students thrive.”
Looking Ahead
Bacalla continues to develop culturally responsive lesson plans, mentor new educators, and collaborate with instructional coaches in Waukegan and beyond. His future projects include expanding access to science-based community outreach for multilingual families and writing a book-length curriculum guide for implementing multicultural science pedagogy in high school settings.
For districts seeking to turn policy goals into classroom realities, Bacalla’s work provides a roadmap. His blend of theory, fieldwork, and compassion embodies the kind of leadership that science education and the nation urgently need.
Bienvenido Delos Angeles Bacalla Jr. is an accomplished biological science educator with over 14 years of experience teaching in multicultural secondary school environments in both the Philippines and the United States. Currently a full-time science teacher at Waukegan High School in Illinois, he specializes in culturally responsive pedagogy, differentiated instruction, and inclusive science curriculum design. His instructional leadership includes roles such as Multicultural Club adviser and District Cultural Coordinator, where he integrates equity-based strategies aligned with state standards and national STEM priorities. He is a member of the National Science Teaching Association (NSTA) and the Illinois Science Teaching Association (ISTA), and he actively contributes to professional discourse on equity in STEM education.
Media Contact
Bienvenido Bacalla Jr. welcomes opportunities to collaborate with school districts, education leaders, professional associations, and academic institutions committed to advancing equity in science education and culturally responsive teaching. He offers customized training, keynote presentations, and capacity-building workshops focused on inclusive science instruction, differentiated curriculum design, and equity-centered STEM interventions. Through his professional engagements, Mr. Bacalla supports the development of teacher capacity, student engagement, and instructional transformation in diverse high school settings.
For inquiries regarding partnerships, speaking engagements, or media features, please contact:
Daniel Thompson
Public Relations Specialist | Innovators & Professionals
Daniel Thompson is a seasoned Public Relations Specialist with Innovators & Professionals, where he leads strategic communications, media outreach, and brand-building initiatives for clients across diverse industries. He studied Broadcasting at Brown College in Mendota Heights, Minnesota. This foundation equipped him with strong communication, storytelling, and media production skills that now inform his PR work on a global scale.
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