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The Role of Equitable Classroom Cultures for Supporting Interest in Science

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Title: The Role of Equitable Classroom Cultures for Supporting Interest in Science
Language: English
Authors: Corinne Singleton (ORCID 0000-0001-9450-3060), Clarissa Deverel-Rico (ORCID 0000-0003-4165-0950), William R. Penuel (ORCID 0000-0001-7096-6669), Andrew E. Krumm, Anna-Ruth Allen, Carol Pazera
Source: Journal of Research in Science Teaching. 2024 61(5):998-1031.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 34
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Student Interests, Science Interests, Equal Education, Classroom Environment, Middle School Students, Caring, Group Dynamics, Student Characteristics
DOI: 10.1002/tea.21936
ISSN: 0022-4308
1098-2736
Abstract: Supporting student interest in science is critical for broadening participation in the field because interest, even more than achievement, is associated with pursuing future science education and careers. In this study, we explore the conjecture that equitable classroom cultures can support interest in science. Specifically, we examine the idea that science classroom cultures that equitably reflect collective enterprise (where students engage collaboratively in scientific sensemaking) and care (where students believe that they are valued and respected members of the classroom community) support students, particularly those from historically marginalized populations, to develop interest in science. The study is part of a field test of a new middle school science curriculum called OpenSciEd. Data consist of survey responses from 847 students across 34 teachers located in nine states. Our analysis employed mixed-effects models to accommodate the nested structure of the data. We found that classrooms vary substantially in the degree to which they reflect collective enterprise and care, indicating that classroom culture is a perceptible and consequential feature of the shared classroom environment. Student background did not predict reports of collective enterprise or care, providing evidence that classrooms in our sample were equitable along these dimensions. Critically, collective enterprise and care are both strongly associated with student-reported interest in science. These findings underscore the importance of attending to classroom culture and the relational aspects of science learning as we seek to expand interest in science, particularly for students from historically marginalized populations.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1421193
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: The Role of Equitable Classroom Cultures for Supporting Interest in Science
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  Data: <searchLink fieldCode="AR" term="%22Corinne+Singleton%22">Corinne Singleton</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9450-3060">0000-0001-9450-3060</externalLink>)<br /><searchLink fieldCode="AR" term="%22Clarissa+Deverel-Rico%22">Clarissa Deverel-Rico</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4165-0950">0000-0003-4165-0950</externalLink>)<br /><searchLink fieldCode="AR" term="%22William+R%2E+Penuel%22">William R. Penuel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7096-6669">0000-0001-7096-6669</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrew+E%2E+Krumm%22">Andrew E. Krumm</searchLink><br /><searchLink fieldCode="AR" term="%22Anna-Ruth+Allen%22">Anna-Ruth Allen</searchLink><br /><searchLink fieldCode="AR" term="%22Carol+Pazera%22">Carol Pazera</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Science+Teaching%22"><i>Journal of Research in Science Teaching</i></searchLink>. 2024 61(5):998-1031.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: 10.1002/tea.21936
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  Data: Supporting student interest in science is critical for broadening participation in the field because interest, even more than achievement, is associated with pursuing future science education and careers. In this study, we explore the conjecture that equitable classroom cultures can support interest in science. Specifically, we examine the idea that science classroom cultures that equitably reflect collective enterprise (where students engage collaboratively in scientific sensemaking) and care (where students believe that they are valued and respected members of the classroom community) support students, particularly those from historically marginalized populations, to develop interest in science. The study is part of a field test of a new middle school science curriculum called OpenSciEd. Data consist of survey responses from 847 students across 34 teachers located in nine states. Our analysis employed mixed-effects models to accommodate the nested structure of the data. We found that classrooms vary substantially in the degree to which they reflect collective enterprise and care, indicating that classroom culture is a perceptible and consequential feature of the shared classroom environment. Student background did not predict reports of collective enterprise or care, providing evidence that classrooms in our sample were equitable along these dimensions. Critically, collective enterprise and care are both strongly associated with student-reported interest in science. These findings underscore the importance of attending to classroom culture and the relational aspects of science learning as we seek to expand interest in science, particularly for students from historically marginalized populations.
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