ERIC ED397208: Science Education and Equity.

42 Pages·1994·1.4 MB·English

by  ERIC

DOCUMENT RESUME
ED 397 208
UD 031 089
AUTHOR
Bates, Percy; And Others
'ITLE
Science Education and Equity.
INSTITUTION
Michigan Univ., Ann Arbor. Program for Educational
Opportunity.
PUB DATE
94
NOTE
42p.
AVAILABLE FROM
Programs for Educational Opportunity, University of
Michigan School of Education, Ann Arbor, MI
48109-1259.
PUB TYPE
Collected Works
Reports
Serials (022)
Evaluative/Feasibility (142)
JOURNAL CIT
Equity Coalition for Race, Gender, and National
Origin; v3 n2 Fall 1993-Spring 1994
EDRS PRICE
MF01/PCO2 Plus Postage.
DESCRIPTORS
*Access to Education; American Indians; Blacks;
Educational Improvement; Elementary Secondary
Education; *Equal Education; Females; Financial
Support; *Minority Groups; Racial Differences;
*Science Education; Science Instruction; Sciences;
*Student Interests
IDENTIFIERS
Language Minorities
ABSTRACT
This double issue of "Equity Coalition" deals with
issues related to the need for inclusive science training and
encouraging the interest of women and minorities groups in science.
The following articles are included:
(1) "Say Yes to Science" (Percy
Bates);
(2) "Science and Equity: Why This Issue Is Important"
(Eleanor Linn);
(3) "Race Equity and Science Education: An Interview
with Charles Payne" (Elizabeth M. Mimms);
(4) "Gender and Science: A
Review of the Research Literature" (Mary Antony);
(5) "Making Science
Learning Meaningful for Language Minority Students" (Norma Barquet);
(6) "Families and Science" (Judith L. Greenbaum);
(7) "Model Science
Equity Programs" (Marta Larson);
(8) "The Checklist: How Equitable is
Your Science Education Program?" (Martha A. Adler) ;
(9) "Twelve
Answers to the Question 'What Can I Do in My Science Program?'"
(Tasha Lebow);
(10) "Africans' Contributions to Science: A Culture of
Excellence" (Salome Gebre-Egziabher) ;
(11) "Looking at Science
Holistically: The North American Indian Perspective" (Iva A. Smith);
(12) "Funding for Equity in Science Education" (Ted Wilson); and (13)
"Recommended Resources on Science Education and Equity" (annotated
list of 36 resources). References follow the articles. (Contains one
figure.)
(SLD)
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
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Equity Coalition for Race, Gender, and National Origin
Double Issue: Fall 1993-Spring 1994
Science Education and Equity
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DISSEMINATE THIS MATERIAL
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17r Race, Gender, and National Origin
Science Education and Equity
Double Issue: Fall 1993
- Spring 1994
Say Yes to Science
by Percy Bates, Director
FOR TOO LONG the field of science has seemed to be
reserved only for the "bright," the "smart," the elite in
WAtjui.j
our schools. Although science is viewed as a positive force
among us, ihe image of becoming a scientist has not been
readily internalized by women and minorities. How were
these perceptions formed, and how can we go about
changing our image of who can hecome a scientist? We
I
explore these questions in this issue of Equity Coalition.
ir4M1110161111,
We can no longer afford to deny a sizable
portion of our population access to scientific knowledge,
Photo counesy of Korlakce (IL) Sch001 DUITICI MI 1 1
thought, and training. As a nation striving for equity in
ence training to be inclusive rather than exclusive. The
so many ways, we can not continue to move forward as a
American work force is surely changing and "Browning,"
world leader while shutting off valuable resources in the
and, as repeatedly stated, by the year 2000 women and
area of science. Selectively categorizing our school age
minorities will he a majority of our new workers. Will they
populations on the basis of rke, gender and national ori-
he trained in the science and technology of the 21st ten-
gin as somehow ineligible for a scientific education will
tury?
only hamper our growth as a nation and undermine our
Science education ha not been made
position among world leaders. One has only to look to
equally accessible to all groups of students in our schools.
recent advances by other nations to understand the ur-
Even where there has been sonic success in increasing the
gency for us to become all inclusive as far as science train-
involvement of women and minorities in science courses
ing in our schools is concerned. It would seem fair to say
and activities, this involvement has been minimal. The
that this recent growth hy other nations is due in part to
disparity between boys and girls in their involvement in
their science training for all students, majority and minor-
math and science continues. Evidence from the National
ity, male and female alike.
Center For Education Statistics (June, 1992a) shows that
We can not overemphasize the need for sci-
Continued on page 29
Programs for Educational Opportunity
University of Michigan School of Education
Volume Ill, Number 2, Fall 1993
- Spring 1994
3
Science Education and Equity
Who Are We?
Say Yes to Science
1
P
ROGRAMS FOR EDUCATIONAL OPPORTUNITY
by Percy Bates
is one of 10 regional Desegregation Assistance Cen-
Science and Equity: Why This Issue Is Important
3
ters funded by the United States Department of Education
try Eleanor Linn
under Title IV of the 1964 Civil Rights Act. Housed at
Race Equity and Science: A Talk with Charles Payne 5
the University of Michigan School of Education in Ann
by Elizabeth M. Mimms
Arbor, we offer technical assistance regarding race, gender
and national origin equity to public schools in Illinois,
Science and Gender: A Review of the Research
10
Indiana, Michigan, Minnesota, Ohio, and Wisconsin.
by Mary Antony
In these six Great Lakes states 3,266 school
Language Minority Students and Science Learning
13
districts enroll over 8 million children, 1.6 million of
by Norma Barquet
whom belong to racial or ethnic groups which often expe-
Families and Science
17
rience discrimination. African Americans are the largest
by Judith L. Greenbaum
group (70%), Hispanics the next largest (19%), followed
Model Science Equity Programs
18
by Asian Americans (8%), and American Indians (3%).
by Marta Larson
Half a million children in our region live in
20
The Checklist: YoJr Science Education Program
families for whom English is ilot eile primary language,
and one-third of these sti dents have limited proficiency
by Martha A. Adler
in English. Spanish is by far the largest language group,
What Can I Do in My Science Program?
25
with many speakers of An.bic, Cambodian, Chaldean,
by Tasha Lebow
German-Amish, Hindi, Hmong, Hmong-Lao, Japanese,
30
Africans' Contributions to Science
Korean, Polish, Urdu, and V:etnamese.
by Salome Gebre-Egziabher
Of the 8 million public school students in
The North American Indian Perspective
32
our region, 3.9 million are female, the largest population
by Iva A. Smith
facing discrimination. Despite problems such as sexual
dcipation gap in science, mathemat-
harassment and a
Funding for Equity in Science Education
36
ics and athletic, females are nearly invisible in many
by Ted Wilson
equal education plans.
38
Recommended Resources for Science Education
Young women and men of all races, language
bY Eleanor Linn and Ted Wilson
backgrounds, and cultures should learn together from a
diverse teaching staff, participati.. in all activities, and feel
Equity Coalition for Race, Gender, and National Origin,
welcome in their school. To this end we:
ISSN 1054-0091, is published by Programs for Educational Opportth
Provide technical expertise and training to educators
nity, a Desegregation A.;sistance Center at the University of Michi-
who are desegregating local school programs along the
gan School of Education funded by the U.S. Dept. of Educatioa.
Opinions expressed are those of the authors and do not necessaily
lines of race, gender, and national origin,
reflect the policies ,,f the fonder.
Develop and distribute materials that foster greater un-
Dr. Percy Bates; Edaor-m-Chief: Eleanor Linn; Managing
Director
derstanding of equity-related issues in education, and
Editor: Ted Wilson; Art Editor: Tasha Lelsow; Ediurrial I3oard for this
issue. Norma Barquet, Bob Croninger, and Tashi Lebow.
Collaborate with state officials and other service provid-
Copyright í,
1995 by the Regents of the University of Michigan
ers to promote educational policies and practices that
Ri:,ents of the University: Deane Baker, Paul W. Brown, Shirky McFee,
support the spirit and intent of federal civil rights law.
Neal D. Nielsen, Philir f I. Power, veronica Latta Smith, Nellie M. Vans. T.
To learn more about our services, please write or call:
.11111es 1,. WaterS, & James J. Duderstadr (ex officio)
Percy Bates, Director
The Unix ersitv of Michigan..4,11,Ctill.il orpouunitOatfirin.aste xi iii enwl,et...Inrht
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I
Equity Coalition, Fall 1993 - Spring 1994
Programs for Educational Opportunity
4
3
Science and Equity:
Why This Issue Is Important
by Eleanor Linn, Associate Director far Gender Equity
CLOSE YOUR EYES and imagine a scientist. Then
ticipation data (figure 1) and see how few white women
open your eyes and read on.
and People of Color are employed in science related job
If you're already an equity advocate, and
categories. Preparation for a career in science can he an
you're actively involved in working to increase the partici-
excellent way for students to becime successful wage earn-
pation of women and under-represented minorities in sci-
ers.
2. Scientific thinking is critical thinking. When science
ence, you probably imagined a woman or a minority man
engaged in the scientific activity that you like best. But
is taught through an inquiry method, students learn to
it's much more likely that, just like thousands of other
think independently. They learn to observe, describe, ana-
people who have taken this simple projective test, you
lyze, and predict events in the world around them. They
imagined a white man in a lab coat with a smoking test-
learn processes for problem-solving that can be used in
tube in his hand. He probably wore glasses, had uncombed
many aspects of their lives. They ga..ri confidence in them-
hair and a ghoulish gro. At his most benign, he looked
selves as learners and thinkers, rat'ier than as memorizers
like an aging Albert Einstein. But be honest, didn't he
of received knowledge. The low academic self-esteem that
look more than a hint like Dr. Frankenstein or the "mad
stems from an unchallenging, rote curriculum is a major
scientist" in some science fiction movie?
contributor to the lack of academic success of young
To Dr. Jane Butler Kahle, who developed the
women and minority students. Inquiry method science
Draw-a-Scientist test, the problem of equity and science
can enhance students' self-esteem and make them better
thinkers.
lies right here in our pre-conceived noti ins of what is sci-
ence and who is a scientist. If we do not expand our notion
John Dewey (1915) saw problem-solving sci-
of the legitimacy of many kinds of work as real science,
ence as a way of teaching rational decision-making, a skill
and if we do not expand our image of people who are sci-
entists to all of humanity, we will continue to marginalize
Who's Moat Likely to Become a Scientist or Enaineer?
many potential scientists and lose a great deal of fine sci-
entific work. (Kahle, 1990).
Then why is it so important for us to pro-
2.7
mote science for women and under-represented People of
Color? Because scientific thinking and specific skills in
science are crucial for our children's success and for the
future of our society. Equity in science education is both
African American
White
Females
Americans
Hispanics
an issue of fairness and an issue of national self-interest. In
Indians
addition to these reasons, other parts of this publication
0.113
will show you how eminently achievable it is. What's
more, the time is right for you to take action now.
Three Important Reasons
1. Scientific jobs pay wages that are almost 50"k higher
The numbers compare each group's representation among engi-
than those of non-scientific jobs that require the same
neers and scientists in the workforce with its representation in the
number of years of ed ucation. Compare the salarieli of
adult population as a whole. For example, there are nearly three
two high school graduates, say an electrician and a typist;
times (2.7) as many white male engineers and scientists and only
or two college graduates, such as an engineer and a
about one-quarter (.23) as miuly white female engineers and sc
teacher; or even two doctoral degree holders like a veteri-
tists in the workforce as expected given each group's representation
narian and a historian. You'll readily see how inuch more
in the adult population.
money scientists earn. Then look at the labor force par-
Source: National Research Ciiunc il, Wash Mgt on, 1).C.
Programs for Educational Opportunity
Equity Coalition, Fall 199 3 - Spring 1994
4
tinker and enjoy a wide variety of science related toys and
needed by citizens of a participatory democracy. Marilyn
equipment (McIntosh, 1988).
Frankenstein (1992) pushes the advantages of scientific
understanding even further. Science, she says, is liberating
A New Agenda
for students, for it is a way to give them the skills to criti-
In recent years, public policy and funding in science has
cally analyze society and the energy to act upon their con-
been moving from a notion of scarce resource distribution
victions.
to a more compensatory model. In times past, science
3. Our economy needs highly-skilled technical workers.
funds were spent primarily on the identification and edu-
Industry no longer needs abundant numbers of unskilled
cation of only those students who were considered most
laborers. Instead it needs people who can learn complex
likely to succeed. Unlike reading and language programs,
new skills quickly and easily. The traditional pool of
which for generations have acknowledged the need for
middle-class white males is simply not large enough to fill
basic literacy, and home and community-based interven-
these needs, so for the first time in history, corporations,
tions, public and private science improvement programs
scientific organizations, and government regulatory agen-
have, until recently, focused on teaching to the few, as-
cies are calling for increased equity in science education
suming that other children either could not, or did not
and the recruitment of nontraditional scientists. Morality
need to understand science. New guidelines in federal and
and fairness are only part of their concern. National secu-
state programs, corporate and foundation initiatives show
rity and American economic prosperity are their chief fo-
an increased interest in scientific literacy, and an empha-
cus (Task Force on Women, Minorities and the Handi-
sis on compensatory programs for under-served and under-
capped in Science, NSF 1989).
represented populations.
How Fair Are We?
In keeping with these changes, th National
Even though official policies state that science education
is open to everyone, a closer look reveals that girls and
Enrollment in high school science
minority students have far fewer opportunities to lean
science. Student enrollment in high school science classes
classes differs significantly by race,
differs significantly by race, gender, ethnicity and socio-
gender, and ethnicity.
economic status. Girls and minority students are particu-
larly less likely to be in chemistry and physics courses.
They are less likely to be encouraged to take science
Science Teachers Association and the National Science
courses, even if their achievement test scores and grades
Foundation have developed a new secondary school sci-
are equal to those of white boys. They are less likely to be
ence curriculum template entitled The Content Core. Plans
involved in science clubs and extracurricular activities
for new national and state-wide student assessment in sci-
and less likely to have toys and out-of-school experiences
ence are also changing how science is taukht in elemen-
that help foster their interest and skills in science (Weiss
tary and secondary schools. The new programs put more
1978, Kahle 1985, Kelly 1987). Students from poor fami-
emphasis on integrated science, thc process of learning to
lies are also more likely to be in schools with limited re-
do science, hands-on student experiences, and the rela-
sources, or in tracks that provide them with fewer hands-
tionship of school science to careers and problem-solving
on science experiences.
to help humanity. But these programs may be imple-
At the same time, girls, minority boys, poor
mented without concern for equity, unless equity advo-
children, and children with disabilities are more depen-
cates persuade science curriculum developers at the na-
dent on school to provide them with a myriad of unac-
tional, state, and local level to include such well-proven
knowledged privileges that many affluent white boys re-
educational equity elements as cooperative learning, cul-
ceive from the culture at large: images of people like
turally relevant multilingual activities, career role models
themselves doing science; close personal contact with
frimds, rdatives and neighbors who work in scientific
who come from students' own communities, and science
related parent outreach activities. The time is ripe for eq-
field; tfiportunities to see people like themselves engaged
in scientific pursuits; discussion about th- process of doing
uity advocates to move in science education.
science and the courses needed to become a scientist; help
Many educators will remember that previous
waves of science education reform, especially the one after
with scientific projects; strategies for overcoming specific
the Soviet launching of Sputnik, also called for a hands-
difficulties in coursework and career choices; and time to
Equity Coalition, Fall 1993 - Spring 1994
Programs for Educational Opportunity
on inquiry approach to science. Those
References
recommendations
American Association for the Advancement of Science.
were never universally adopted, in part because they were
1990.
Science for All Americans: Report from Phase I of Project
2061.
never connected to issues of fairness or to the employment
New York: Oxford University Press.
problems of our post-industrial economy. They were also
Schools of Tomorrow. New York: Dutton,.
Dewey, John. 1915.
considered too expensive in terms of staff development,
Frankenstein, Marilyn. 1992. "Critical Mathematics
Education:
student contact hours, and classroom equipment, and
An Application of Paulo Freire's Epistemology,- :n What
hence only reached the most privileged groups of children.
Schools Can Do: Critical Pedagogy and Practice
Kathleen
.
Weiler and Candace Mitchell, Eds., Albany: SUNY Press.
But culturally relevant, hands-on, inquiry
A
Kahle, Jane. 1985.
Women in Science:
Report from the Field.
method science is a necessity for all our students today, if
London: Falmer Press.
we truly want them to become productive workers and
McIntosh,
Peggy. 1988. "White Privilege and Male Privilege: A
informed citizens. i.nd since poor, minority, and female
Personal Account of Coming to See Correspo-idence through
children have more limited access to and less success in
Work in Women's Studies," Working Paper No. 189.
Wellesley, MA:
Center for Research on Women.
existing hands-on science programs, we must provide
National Science Teachers Association. 1992. The Content Core:
them with a science education that includes not only
A Guide
Designers. Washington, DC: NSTA.
for Curriculum
hands-on experimentation and challenging thinking
Task Force on Women, Minorities and the Handicapped in Sci-
skills, but that also provides them with significant contact
ence and Technology. 1989. Changing America: The New
with culturally appropriate role models, career informa-
Face of Science and Engineering. Washington DC: [NSF].
tion, awareness of their own and other people's attitudes
Kahle, Jane Butler. 1985. "Real Students Take Chemistry and
Physics: Gender Issues," in Windows into Science Classrooms.
about science and scientists, and a broadened definition of
Kenneth Tobin, Jane Butler Kahle, and Barry J. Fraser, Eds.
what constitutes legitimate scientific endeavors. Add to
London: Falmer Press.
that long-term encouragement and we will have devel-
Weiss, Iris R.; Place, Carol; and Larry Conaway. 1978. The Vis-
oped a more equitable approach to educating all our chil-
iting Women Scientists Pilot Program. Durham,
NC: Center for
dren in science.
Educational Research and Evaluation.
Race Equity and Science Education
An Interview with Charles Payne
bY Elizabeth M. Minims, Field Service Specialist
CRARLES PAYNE has been Director of
the Multicultural Program for Secondary
Teachers at Ball State University, Muncie, In-
diana, for the last twenty years. He also heads a
dissemination site for EQUALS and is a certi-
fied trainer in FAMiLY MATH and FAMILY
SCh:NCE. His previous positions include be-
ing a math and science teacher at George
Washington Carver High School in Hollow
Springs, Mississippi, and a professor of
Chemis-
at Mississippi Valley State College. Dr.
try
Payne holds a bachelor's degree in chemistry
front Rust College
, a master's degree in science
education from Tuskegee Institute,
and a doe-
tonue in science educatum fn on
'niversity
the L
. He is an active cimsultant to schiml
(if
districts, universities, and cmnmunity groups on
Dr. Charles Payne, Ball State University
multicultural education
.
Programs tOr Educational Opportunity
Equity Coalition,
1993 - Spring 1994
Fall
but for me, they are really different. If you don't separate
EM: Dr. Payne, what led to your initial interest in
those concepts then you have a faulty perception of what
equity and science education?
you're doing [in the classroom].
CP: It was the combination of having a love for science
EM: Are there some unique needs that African Ameri-
and, yet, seeing the interaction between science and
can students have with regard to science education that
people of different cultures. The 60's, when I was in
a teacher should be concerned about?
school, was the era of Black history. Multicultural educa-
tion was a term that was beginning to come out as I was
CP: Well I don't know if it's unique or not, but, from
graduating. And I almost instantly saw a difference be-
what I hear in schools and from what I see, it seems that a
tween ethnic studies and multicultural education.
lot of Black kids were made afraid of science because they
If you're talking history, you're talking
heard t was something that was supposed to he hard. So a
largely about the contributions of a peopletheir experi-
lot of kids are afraid of it.
which is important. But when you talk of cul-
ences
I remember that I was told, when I was in
ture, you're talking about, "What have a people learned as
college and high school, that science was abstract and that
a result of their history?" And that, then, is what becomes
as Blacks we couldn't think abstractly. We had to think
important in the classroom.
concretely. And I think that's one of the messages that
As I began to work with Black kids, rural
we have learned from our experiences.
Black kids, I had to change a lot of my strategieswhat I
Then, too, one of the excuses I hear a lor
had been taught at Rust to teach. And I had to change a
I think that
from kids is that "science is for white people."
I had to change the content not 'change the
lot of it.
is very self-defeating.
concepts, but the content. I changed the content to be
In terms of their ability to do science, many
farm related. So I had to relate the chemistry and the
of the kids are very capable. But if the confidence is not
physics I was teaching to farming, to electricity on the
When you talk of culture, your're
farm, to fertilizer and the like.
So to me it became kind of fascinating, how
talking about, "What have a people
I could take what was in the community, bring it into the
learned as a result of their history?"
classroom, and make it make sense Ito these rural Black
kids]. And I became fascinated with that idea. Then,
there, and if there isn't a value that tells you that this is
when multicultural education came out, I said "That's it!
I think that we
important to you, then YOU don't learn.
That is what I was talking about. That IS what I was try-
primarily learn those things that we consider to be of
ing to do."
value. .And it's culture that telk us what's of value to us.
Now in the twenty years I have been here at
Ball State, the national perception of multi-cultural edu-
EM: So. given the ability, how do you help African
cation has probably changed. I believe that, when the
American students to have the confidence and interest?
term multicultural education came out, people were really
CP: Now, this is is where we go back to the content that
using it synonymously with ethnic studies. Now, as I read
you teach. When teaching science to Black kids in this
I see people are get-
the literature, I do see an evolution.
day and time, it's important for them to know that Blacks
ting closer and closer to the idea of culture as opposed to
have made significant contributions to the field of science,
skin coliir.
and that they read the biographies of people who have
If you look at race as skin color, then you are
done this. And in particular, that they learn about the
not looking at behavior. You are not looking at what the
persistence and the pursuit and the love of knowledge that
kid has learned, what the kid has been taught. Yeu are
these people had to have in order to be able to do it.
only looking at the skin color. Secondly you don't see the
And then the learning style of the African
differences within groups. For instance, African Amen-
Amei ican kid aas to be considered, too. As is true for sev-
cans are a very diverse people. If you only look at skin
eral other grinips, African American kids seem to be more
color, you won't pick that up and vim get very frustrated
global learners than analytical learners. GI( ibal learners
when they don't fit that one model that ,ou have.
tend it) see t he bigger picture but not the details; they see
So teachers have to be
LINt inguish
the set. But science requires an analytical appomach to it,
between what you mean by culture and ethnicity and race.
you need to see the subset within the set. Therehire the
Those three terms mean the same thing for I lig at ',cork,
Equity ( :nalition, Fall 1993 - Spring
Pn)grams tor Educat ional Opportunity
_7_
African American kid who is really interested and really
where you take the two bottles and you blow between
wants to do it, first of all has to be told that, "Hey! Here's
them? Most people think that those bottles are going to
the style you're going to need and here is how I am going
fly apart, but in fact, they come together. That fascinates
to help you get there." You can teach, people how to be-
them. Then you show them why it works like that. Then
come analytical, but first of all they have to be [made]
you say, "When you stop at a train track, when you wait in
aware [of their own thinking stylesl,.
your car for a train to go by, you'd better be careful how
close you get, because exactly the same thing will hap-
EM: How do you make students aware of their thinking
pen!" A physicist would say the air behind you pushes you
styles?
in because the air between you and the train is exerting
CP: By dialogue with them. Showing them, "Hey! Look!
less force than the air behind you.
Did you see you left this whole piece of information out?
EM: How do you make sure that students have the
Here's what you are going to have to do." As an example,
qualifications they need for upper level science as they
take helping them to distinguish between mass and
go through elementary school and get into middle and
weight. People use them interchangeably; they think of
high school?
those as the same. But they really are not similar con-
cepts; they are very different. The global learner won't
CP: This then goes back to the elementary curriculum
separate them. So you have to have a series of experi-
and being sure that it is done right. Again, I think educa-
ences that really causes them to focus on the difference
tors will have to get off of this notion that only certain
between mass and weight.
people can understand science. Because, if they start
put-
ting kids in talented and gifted programs at first or second
EM: How do you get them interested in science?
grade, teaching them the concepts and leaving the major-
CP: As educators we have to believe that the only
ity of the kids out, then it's no wonder we don't have any
way
you can be a free person is to understand the physical en-
more kids in science than what we do. So I think it has to
vironment. And therefore we have to teach science from
begin at that level.
a perspective of how this helps you to become a free per-
I would say, if we're really going to begin to
son, in terms of safety, in terms of your health, making
prepare African American kids as well as other kids, I
moneyin terms of any number of different things that
think kindergarten teachers need to understand science
directly relate to your lifeand that science is not just for
fundamentals. This is where I think they either get turned
people who see it as a career.
off or turned on. I'm talking kindergarten, first grade,
sec-
I think some humor can be helpful, too. For
ond grade. Because, before they start getting to the fourth
instance many scientists that we study, particularly the
or fifth grade they begin to develop the attitude of either,
earlier ones, weren't in science for the science. They were
"I like science" or, "I don't like science."
in it to make money. I think we need to explain that kind
EM: What can districts do to make sure they get teach-
of humorously. They knew that if they vere going to
ers who have the science background and sebsitivity to
make money, they had to understand science.
minorities?
EM: What are some optimum teaching strategies for
CP: They almost have to depend on the University. So
African Americans?
looking at transcripts is one thing they can do, though
CP: I'd say a teaching strategy that has emotion built into
that is no guarantee. Then look at their track record.
it, that has some kinesthetics built into it, and some ex-
Maybe you need a portfolio from them. In the interview
citement. And I'm thinking of elementary level a!! the
you need to ask them how they feel about science. Or you
way through (K-12). Now at the college level, as people
need the teacher to give you a demonstration lesson in
get older, they can entertain a different style. But at the
which you have t hem talk about science.
junior high level, it seems to me that African American
Then, too, districts need good science super-
kids find appeal in emotion and in things that
are kind of
visors.
I don't mean a supervisor who is trying to supervise
exciting, particularly if it's clever. They love a clever idea,
a hundred and fifty to two hundred teachets, either! My
and 1 don't mean trickery or simple mindedness.
experience is that if the science supervisor is secondary
,
This need to have a lot of clever things
that's where his or her attention needs to
go. So maybe
around can get you back to understanding nature. For
ex-
you need an elementary science supervisor and a wcond-
ample, have you seen the FAMILY SCIENCE activity
ary science supervisor.
Progratns for Educational Opportunity
Equity Coalition, Fall 1993 - Spring 1994
think it's to make the van shiny. That just happens. It's
EM: Could you speak to the classroom t....acher who is
really protecting the paint from the grit, sand, salt, sun
under'pressure to close the gap in achievement in his or
and all of that." So I think it's explaining to kids why you
her science ckissroom?
do what you doand a lot of that is science.
CP: I can answer that in a couple of different ways. One
EM: How can counselors be involved here? How can
is if you're dealing with an attitude problem. In other
they help, especially at the middle school level?
words if the kids' culture has taught them that this is
something they can't understand, this is something that is
CP: 1 think counselors primarily do what the school sets
not important to them, that gap will probably be closed
only
up for them to do. If the science teachers are saying
of really
over a period of yearsunless you have some way
certain kids can come in their classes and can understand
getting to the kids and convincing them that this is not
science, .,en there is not much counselors can do with
true. So you may have to do a lot more affectiv: teaching
that. But in the instances where counselors know that
than content teaching. And that's probably v. here I
kids are just purposely avoiding a course, they can encour-
would start if it was an attitude problem.
age them to go in, maybe even work with the teachers.
Then, also, teachers need to know, "What
i; just can't be one
This has to he a total school effort.
standardized tests are my kids going to have to take?" Sec-
little division. Because as a counselor, I may put you
ondly, they need to know "What concepts are being tested
down in Algebra 1, but if the Algebra I teacher sees you as
they
on that standardized test?" Now, I am not saying
So there
a loser, then you won't he down there very long.
need to know the items. For instance, if they're going to
has to he some relationship between the counselors and
have to balance equations, then I think the teacher needs
the teachers. But I also think guidance counselors can
to know that it's expected that they're going to balance
make kids aware of careers, of what is nteded in those ca-
equations. If they're going to have to do problems in cal-
would say,
reers. For instance, there are a lot of kid:, who
culating molarity or density, I think the teacher needs to
"I want to be a medical doctor" or "I want to he an engi-
know that. Because there are so many things that stu-
neer," but they have no idea what it takes to get there.
I
dents can be tested on that you may not have taught. You
think a lot of parents need to become aware of the fact
could still have taught a good course, but your kids weren't
that many of the decisions you make around the sixth
tested on what you taught. So it makes you look bad and
grade will affect you for the rest of your life! And I'm not
it makes the kids look bad. So 1 think teachers need to be
so sure how many parents realize that. In particular, in
aware of the concepts. Now some people accuse me of
juniar high, when you start going in different directions,
I am not saying that at all.
saying, "Teach to the test."
I
you need to be careful about what direction you choose.
am saying, "Somebody has said that these concepts are im-
And, I would say, as I have tried to do for my own kids,
I am not say-
portant. You need to know what they are."
whether you want to go into natural science or not, I want
I will be the first to say, "No, you
ing teach the items.
you to follow the math curriculum because that becomes
don't teach them the items." But you certainly teach
the basis for everything else you do. As I was telling my
them the concepts. Otherwise it becomes a crap shoot!
daughter last night, "I want you to have the options you
Because I may want to teach this. you may %vant to teach
I don't want your options limited because you
choose.
that, and somebody somewhere else who is writing the test
didn't take the right courses."
says, "But you should have taught this!".
EM: You do consulting in this area of science educa-
EM: If you were to speak to parents about their
tion and equity. What kind of requests do you get?
children's future in science, what would you advise
CP: A lot of what I do is with EQUALS and FAMILY
them to do?
MATH and FAMILY SCIENCE. I don't get a lot of re-
CP: Parents necd to show an appreciation and a love for
I also get requests for how to
quests for just pure science.
ienc.e. They don't have to be scientists to do that. They
infuse multi-cultural education into science and across the
need to encourage tb:ir chikken in areas of sciencetake
curriculum. What you run into is that science teachers,
them to museums, talk to them about things that they
for whatever reasons, seem to he so content specific that it
know about science. My son wanted to know why I was
is difficult to get them to ,ee the cultural dimensions.
I
I explained to him, "Well, It's a new
out waxing the van.
guess I am stereotyping and I realize t hat. St.ience teach-
van. So I'm waxing it." He said, "It it is new, why are
ers, particularly physicists, tend to be left brained and ev-
I explained to him what wax was and
you waxing it!"
erything is just very sequential.
what it was supposed to do for the van: "Some people
Equity Coalithm, Fall 1993 - Spring 1994
Programs for Educational Opportunity
in