Approach to Equity 2:
Increasing Achievement, Representation & Identification in Science
Goals: First, we need to allow children to see images of people like them doing science (representation). Second, we need to provide opportunities for children to see themselves as people who do science (identification).
Historical Background
Society has historically viewed science from a dominant (Western or Eurocentric) perspective, valuing only the science done by (mainly White male) Western scientists and marginalizing science as understood by other groups, including Indigenous peoples.
This can mean that many children don’t see people like them doing science (representation), and don’t see science as something that they could do (identification).
Knowledge & Frames
Reminders about systemic issues
The many contributions by women, people of color, Indigenous peoples, queer, and gender-nonconforming people are often left out of the scientific ‘canon.’
Children should see people with backgrounds similar to their own as people who do science.
Moves
What could I try to do?
(Here are some examples of these moves.)
Position students as knowledge builders, doers, and critics of science in authentic and age-appropriate ways, and make sure every child has a voice.
As a part of positioning children as thinkers and doers of science, name and scaffold the science practices.
When engaging children in science practices, draw parallels to the work of scientists across cultures.
Connect the lesson to children’s lives through real-world connections and culturally relevant connections.
Make a broad range of images of “who does science” visible in the classroom. Use texts, videos, posters, etc. to make visible contributions to science of people beyond European, white, male individuals.
When possible, allow children the opportunity to make decisions about questions to ask, investigation design, data collection, and data organization.
Advocacy & Reflection
Questions to ask myself
Am I assuming some children won’t be good at or enjoy science?
Is my orientation toward “niceness” leading me to having low expectations for any of my students?
How am I including broad representation of who does science?
Am I asking questions about who the curriculum materials represent and who is missing?
Am I advocating for curriculum materials, assessments, and adaptations to those materials that are more inclusive?
Support
Tools, frameworks, and activities that can help me
Provide culturally relevant topics and contributions beyond that of European, white male individuals. For example, consider obtaining posters of women scientists to hang in your classroom and books about scientists of color.
Become more familiar yourself with the contributions of (historical and contemporary) scientists who don’t fit the white male scientist mold. For example, see this story about the Indigenous woman hydrologist Karletta Chief and this story about James West, the Black scientist who invented the cell phone microphone. Follow BIPOC scientists on X/Twitter and follow hashtags like #BlackBotanistsWeek and #BlackBirdersWeek (the specifics change weekly!).
Use the science practices scaffolding continuum (SPSC) tool to help you engage children in the science practices.
Explore contributions of women by listening to podcasts like “Lost Women of Science” (www.lostwomenofscience.org).