Science Education and Student Diversity

Abstract

The achievement gaps in science and the under-representation of minorities in science-related fields have long been a concern of the nation. This book examines the roots of this problem by providing a comprehensive, 'state of the field' analysis and synthesis of current research on science education for minority students. Research from a range of theoretical and methodological perspectives is brought to bear on the question of how and why our nation's schools have failed to provide equitable learning opportunities with all students in science education. From this wealth of investigative data, the authors propose a research agenda for the field of science education - identifying strengths and weaknesses in the literature to date as well as the most urgent priorities for those committed to the goals of equity and excellence in science education.

The Efficacy of Student-Centered Instruction in Supporting Science Learning

“…This difference between the groups in the SES achievement gap disappeared by delayed posttesting. This result is consistent with a wide body of research that indicates that students from low-SES groups initially need more support to participate in the practices of science (here, using models and evidence) (6,11,26).…”

Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction

“…Thus, in schools with higher poverty, the Level 2, guided inquiry was more effective in fostering more learning than the traditional, Level 0 verification approaches to the same material, and this finding seems to contradict the work of some other researchers who suggest that nonmainstream students may find inquiry to be a particularly challenging instructional approach (Lee & Luyxk, 2006). However, the teachers in this study who were selected to employ the inquiry materials had gone through intense professional development about this type of instruction, and this degree of professional development may not have been shared by traditional teachers in high poverty schools.…”

A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-economic Status Middle School Students: Findings from first-year implementation

“…Furthermore, from a methodological perspective, experimental and quasi-experimental designs with these students are rare; few studies are longitudinal that result in positive intervention effect on student achievement (August et al, 2009;Lee & Luykx, 2006). Finally, little is known on gender-ethnicity difference in science achievement in middle school, and it has been recommended that race-ethnicity needs to be examined with an intersection of gender differences (Muller et al, 2001).…”