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Abstract Title: Just Science: Analyzing future teachers’ colorblindness
Abstract: Physics, as other STEM fields, has historically been an environment dominated by cis-white-males. In a science course for future K-12 teachers, we have developed an integrated way to use critical thinking skills for science and addressing social justice issues.
We present a qualitative analysis of students responses to an extra credit assignment where encouraged to use scientific argumentation skills, emphasized in the class, to address the controversy of Black Lives Matter vs. All Lives matter.
Using the extended frames of colorblindness, by Jayakumar and Adamian expanding from Bonilla's work, to identify how students engage in social conversations that directly address inequities, impacting STEM and all of society.
We analyze students responses to the assignment and their research notebooks on this issue to explore how pre-service teachers engage in a social justice discussion within science courses and explore how they can support agency to change the current inequities in STEM.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A62

Author/Organizer Information

Primary Contact: Dicha Perez-Montalvo
CSU Chico, Graduate Student
400 W. 1st St.
Chico, CA 95929
and Co-Presenter(s)
Dr. Carolina Alvarado, CSU Chico, Department of Science Education