Science Education in Urban Schools

When thinking about strategies that might generate interest of science in underrepresented groups I know how I feel.  Teaching students from diverse cultural and economic backgrounds is a passion of mine.  Thankfully, it seems to be a passion for others as well and is something that is being researched more each year.  An article titled Research in Urban Science Education: An Essential Journey discusses a conference that had a great deal of discussion on urban science education and how it affects students of racial minorities.

“In comparisons of student performance on science assessments, students in the Untied states are outperformed by students from other “developed” nations.  The goal of “science for all” continues to be unattainable, particularly in the urban setting where science achievement gaps exist between some groups of African American, Latino, Native American, and Asian American students and their white counterparts.  There is a critical need for research-based information to guide the solution of achievement gaps in science,” (Fraser-Abder, Atwater & Lee, 2006)

When discussing what should be done, the article also had quite a bit to say about future research topics, but few answers.

“Many researchers and reformers recognize that what is missing in reform strategies is the creation of a personalized environment that promotes engaged and caring student-teacher relationships . . . Urban science classrooms often lack appropriate science instruction materials and supplies, a state of affairs often exacerbated by a more generalized lack of resources and funding in urban schools serving large numbers of underrepresented groups of students . . . The students’ linguistic capabilities and cultural heritages, along with their socioeconomic status and exceptionalities and disabilities, must be taken into consideration,” (Fraser-Abder, Atwater & Lee, 2006)

I translate it as such, as teachers of underrepresented groups we must show students that we care about them and respect their backgrounds.  Students must be encouraged to embrace their identity while working on academics.  For a student to be moved by a subject area they must see someone like them represented in the field.  Show students that there are others like them who are successful in science.  Let them interact with the subject manner in a concrete way that pushes them to draw connections between science and their own life. 

Display images of scientists and researchers who were women, black, Asian, Hispanic, Native American, Indian, disabled, or who came from economic hardships.  Research those people in class and have a different “science mentor” each week.   Teach the nature of science so that students who aren’t white, affluent males are interested.  Science can be fun, social, interactive, and changing.  It can be for kids who like to play outside or sit in front of a computer.  For students to be interested in science, they must see themselves as potential scientists, no matter where they come from or what language they speak.

Fraser-Abder, P., Atwater, M., & Lee, O. (2006). Research in urban science education: An essential journey. Journal of research in science teaching, 43(7), 599-606. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/tea.20156/abstract