Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction.
Saved in:
| Title: | Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction. |
|---|---|
| Authors: | Jones, Tamecia R.1 (AUTHOR) trjones8@ncsu.edu, Burrell, Shondricka2 (AUTHOR) |
| Source: | Science Education. Sep2022, Vol. 106 Issue 5, p1032-1053. 22p. |
| Subject Terms: | *Problem solving, *Student organizations |
| Abstract: | Current science instruction does not educate K‐12 students equitably and creates short‐ and long‐term impacts on individual students and society. While students may be present in class, they may not have access to quality science learning experiences. The goals of this paper are to show how science instruction may not be reaching its aim of equitable access and to offer recommendations for creating a new baseline standard for equitable science instruction. Though not exhaustive, this paper identifies groups of students who are marginalized in current‐day science instruction—the racially minoritized, those with physical and cognitive differences, and those in urban or rural communities. First, this paper challenges the neutrality of science by highlighting systemic yet negative outcomes that disproportionately impact minoritized populations in everyday life because of the narrow network of people who define and solve problems. Second, this paper identifies examples where science instruction is not of its highest quality for the highlighted groups. Third, we present a synthesis of research‐informed solutions proposed to improve both the quality of science instruction and its equitable access for the highlighted groups, creating a new baseline standard for equitable science instruction. An elevated baseline would address the existing disparities in who has access to quality science instruction and consequently reduce the gatekeeper effect of who defines and solves societal problems that perpetuate intergenerational inequities. [ABSTRACT FROM AUTHOR] |
| Copyright of Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 158601378 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jones%2C+Tamecia+R%2E%22">Jones, Tamecia R.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> trjones8@ncsu.edu</i><br /><searchLink fieldCode="AR" term="%22Burrell%2C+Shondricka%22">Burrell, Shondricka</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+Education%22">Science Education</searchLink>. Sep2022, Vol. 106 Issue 5, p1032-1053. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+organizations%22">Student organizations</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Current science instruction does not educate K‐12 students equitably and creates short‐ and long‐term impacts on individual students and society. While students may be present in class, they may not have access to quality science learning experiences. The goals of this paper are to show how science instruction may not be reaching its aim of equitable access and to offer recommendations for creating a new baseline standard for equitable science instruction. Though not exhaustive, this paper identifies groups of students who are marginalized in current‐day science instruction—the racially minoritized, those with physical and cognitive differences, and those in urban or rural communities. First, this paper challenges the neutrality of science by highlighting systemic yet negative outcomes that disproportionately impact minoritized populations in everyday life because of the narrow network of people who define and solve problems. Second, this paper identifies examples where science instruction is not of its highest quality for the highlighted groups. Third, we present a synthesis of research‐informed solutions proposed to improve both the quality of science instruction and its equitable access for the highlighted groups, creating a new baseline standard for equitable science instruction. An elevated baseline would address the existing disparities in who has access to quality science instruction and consequently reduce the gatekeeper effect of who defines and solves societal problems that perpetuate intergenerational inequities. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=158601378 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/sce.21728 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 1032 Subjects: – SubjectFull: Problem solving Type: general – SubjectFull: Student organizations Type: general Titles: – TitleFull: Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jones, Tamecia R. – PersonEntity: Name: NameFull: Burrell, Shondricka IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 00368326 Numbering: – Type: volume Value: 106 – Type: issue Value: 5 Titles: – TitleFull: Science Education Type: main |
| ResultId | 1 |
