Access to Science Through Literacy Instruction in Urban Schools: Who Has Access and to What?

• In Event: 14.045 - Roundtable Session 2
  In Roundtable Session: 14.045-9 - STEM Education in Local Contexts

Abstract

Children’s access to quality science instruction is largely predetermined by sociopolitical factors. Schools that serve low socioeconomic communities have difficulty meeting the standards with fewer resources and limited time. In response, some schools have erased science from the curriculum, encouraging teachers to integrate it into literacy instruction. Providing access to science during literacy instruction is further complicated in first grade as teachers focus on foundational literacy concepts. As a result, the integration of science into literacy instruction may be a goal that gets left behind—along with the future college and career options of historically marginalized students. This study employs discourse analysis to provide insights into how policy and context intersect, limiting some students’ access to science while privileging others.

Authors

• Angela J Stefanski, Ball State University

• Nicole Michelle Martin, Ball State University

• Melinda Zurcher, Ball State University

• Linda E. Martin, Ball State University