Transcript PowerPoint Presentation Part I

Science Education and
Student Diversity:
Synthesis and Research Agenda
Okhee Lee and Aurolyn Luykx
University of Miami
This book (in press) is supported by CREDE and NCISLA in
Mathematics and Science.
Historical Context

Publication of “Science for All Americans”
(American Association for the Advancement
of Science, 1989)

Lack of articulation for “science for all”
among the areas of science education,
multicultural education, and English to
Speakers of Other Languages (ESOL)/
bilingual education

Need for integration of “discipline-specific”
and “diversity-oriented” approaches to
achieve the goal of science for all
Purpose

To analyze and synthesize current research
on how racial/ethnic, cultural, linguistic, and
socioeconomic factors in school and at
home promote or hinder science
achievement among K-12 students who
have traditionally been underserved by the
education system.

To proposes a research agenda to
strengthen those areas in which our
knowledge is weakest and the need most
urgent.
Science Achievement Gaps

Science outcomes are defined in broad terms that include
achievement scores on standardized tests, meaningful
learning of classroom tasks, attitudes/motivation, course
enrollments, high school completion, higher education, and
career choices.

Racial/ethnic, gender, and class disparities are evident in
nearly all of these areas, suggesting that the nation’s schools
have far to go in terms of providing an equitable science
education to all students.

In the current “English-only” policy context, English
proficiency becomes a de facto prerequisite for science
learning. Thus, acquisition of oral and written English, while
not a “science outcome” per se, plays a large role in
determining science outcomes as they are commonly
measured.
Method for Research Synthesis

Studies published since 1982

Studies that are predominantly within the U.S.,
although some studies conducted abroad (but
published in English) are also considered

Studies focusing on science education at the
elementary and secondary levels (K-12). Studies
involving post-secondary or adult learners are not
included.

The synthesis considers primarily peer-reviewed
journal articles that meet the criteria for scientific
rigor (Shavelson & Towne, 2002).
Key Features of the Literature

Research on diversity and equity in science
education is a new and developing field. Most has
been published since the mid-1990s, perhaps
spurred by the emphasis on the dual goals of
excellence and equity in the current science
education reform.

Many conceptual reviews, but no meta-analysis of
statistical research studies

Mostly exploratory, small-scale, or descriptive
studies

Many studies using qualitative methods, but limited
studies using experimental or quasi-experimental
methods
Key Features of the Literature
(continued)

A small number of intervention-based
studies, and few intervention studies on a
large scale

A small number of programmatic lines of
research

Limited studies reporting achievement data,
causal factors, or achievement gaps

Uneven treatment of theoretical and
methodological sophistication about student
diversity
Key Findings

Results are presented with regard to factors
related to science achievement gaps, including:
- science learning,
- science curriculum (including technology),
- science instruction,
- science assessment,
- science teacher education,
- school organization and educational policy, and
- home/community connections to school science.

Studies addressing bilingual or ELL students are
discussed separately.

In general, it is difficult to draw conclusions due to
the limited literature in each area.
Themes Emerging from the Literature

Students from nonmainstream backgrounds come
to school with already-constructed knowledge,
including their home language and cultural values.

The education system often fails to provide
equitable learning opportunities for these students.

When nonmainstream students are provided with
equitable learning opportunities, they demonstrate
science achievement, interest, and agency.
Eventually, students can become bicultural and
bilingual border-crossers between their own cultural
and speech communities and the science learning
community.

In the current systemic reform and accountability
system, science education research is shaped by
the confines of the policy context.

Sensitivity to student diversity requires adapting
and modifying educational programs to fit the
needs of specific student groups or individuals.
However, current policies seek standardized
solutions that are applicable to the greatest
number of students.

The goal of maximizing overall student outcomes
may conflict with the goal of optimizing individual
student outcomes.

These tensions become more acute in inner-city
classrooms where student diversity is greater and
educational resources and opportunities are more
limited.
Research Agenda
Priorities for future research programs or
activities need to be identified to produce
research outcomes that are rigorous, cumulative,
and usable for educational practice:

conceptions and measurement of science
achievement,

more nuanced conceptualization of student
diversity,

cultural and linguistic experiences that students
from diverse backgrounds bring to the science
classroom, and the articulation of these
experiences with science disciplines,
Research Agenda
(continued)

the demands involved in learning science
through inquiry,

teacher education programs that enable
preservice and practicing teachers to
articulate the relation of science disciplines
with students’ linguistic and cultural
practices,

the impact of policy change on various
aspects of science education, and

science-related “funds of knowledge” extant
in diverse contexts and communities.
Conclusions

The literature on the intersection of school
science and student diversity is currently
insufficient to the task of effectively addressing
persistent achievement gaps, but points in some
promising directions.

Deeper examination of the complex relationships
among the various factors influencing student
outcomes, as well as greater attention to the
potential contributions of multiple theoretical
perspectives and research methods, are need to
produce significant and powerful additions to the
knowledge base in this emerging field.