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Abstract Title: Learning Science while Addressing the Power-Dynamics and Dominant Cultural Discourse in the Field of STEM
Abstract: We present an illustration of how a curriculum of Scientific Inquiry can be adjusted to not only foster the ownership of future elementary and secondary science teachers in their development of scientific knowledge, but also include explicit discussions of the lack of diversity and inclusion in STEM. Employing Critical Race Praxis for Education Research, we describe how a particular science course addresses the power-dynamics and dominant cultural discourse in the field of STEM, disrupting the current practices that neglect to recognize the larger systemic problem. Our course strives to increase awareness of the marginalization of specific groups in STEM, address the role of the teacher when interacting with students, and draw out unconscious bias that is often perpetuated in school systems, as well as in society. We argue that Critical Race Praxis for Education Research can be and should be embedded in science as a common practice to generate change
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Carolina Alvarado
CSU Chico
Department of Science Education
CSU Chico
Chico, CA 95929-0535
Phone: 5308985697
Co-Author(s)
and Co-Presenter(s)
Abigail R. Daane
Seattle Pacific University