Talking Race in Elementary Science Classrooms: A Call for Sociocultural Knowledge

• In Event: 25.068 - Roundtable Session 8
  In Roundtable Session: 25.068-16 - Strategies for Ensuring Black Student Success in Education: Insights From Research

Abstract

This study examines the capacity of a teacher to take up race in a science classroom. Science is often viewed as objective, however science is a space in which hegemonic systems are re-established, marginalizing students of color and limiting their educational opportunities in science. By utilizing Critical Race Theory (CRT) as a lens, this analysis investigates how one White teacher addresses race, and how this same teacher responds to his students. This study also speaks to the impact that accountability pressures have on teachers. The findings include that teachers are need of support to develop their critical consciousness, which may call for a need for pre-service programs and professional development to authentically address socio-cultural knowledge.

Author

• Stefanie L. Marshall, Michigan State University