Life Lessons: A Teacher's Evolution From Science Instructor to Social Justice Advocate

• In Event: Sheraton Roundtable Session 7
  In Roundtable Session: Identity Exploration Through Critical Moments of Pedagogical Interaction in the Content Area

Abstract

Current data reveals persistent inequities in science, technology, engineering and math (STEM) education and employment. Congruent with literature regarding culturally sustaining pedagogies, analysis of research indicates students from marginalized backgrounds experience increased engagement when the potential for science to benefit communities is addressed. Few studies highlight practices of successful science teachers teaching students of color in suburban and rural schools. This theoretical analysis advocates the use of critical science pedagogies to transform STEM education for all students. Supporting evidence includes my personal evolution from traditional science teacher to an educator committed to teaching as an act of social justice. Implications include needed training for pre-service and in-service educators and the addition of socio-societal issues to National Science Standards.

Author

• Lenora Mosley Crabtree, University of North Carolina - Charlotte