A Critical Race Theory Critique of the Next Generation Science Standards

• In Event: 14.044 - Roundtable Session 2
  In Roundtable Session: 14.044-21 - Critical Race Theory and Critical Pedagogy in Science Education

Abstract

Critical race theory (CRT) was employed in a critique of the Next Generation of Science Standards (NGSS). Critical discourse analysis and content analysis, deductive coding, indicated that interest convergence, counter storytelling, and racism as ordinary, three CRT themes, were present in the NGSS treatment of race. Interest convergence was evident in framing the justifications for NGSS. Counter storytelling was implicated by the absence of perspectives in the information provided to contextualize disciplinary content. Racism as ordinary was indicated in the positioning of diversity within the NGSS text, citing of demographics, and the discussion of resource allocations. In the absence of specific guidance, NGSS rely heavily on educators in their implementation to address race-related issues. Guidelines for professional development are offered.

Authors

• Eileen R.C. Parsons, University of North Carolina - Chapel Hill

• Dana Thompson Dorsey, University of North Carolina - Chapel Hill