Teaching for Culturally Relevant Science Education: Facilitating Discussions About Race in Science Teacher Education

• In Event: 77.036 - Culturally Relevant and Culturally Responsive Approaches to Teaching STEM for Diverse Populations

Abstract

This study examines how science teacher educators use facilitated discussions to support novice teachers’ development of knowledge about culturally relevant science teaching (CRST). Research on culturally relevant teaching and Leonardo’s (2008) theory of “White racial knowledge” offer a framework for analysis of classroom discourse about CRST. We found that novice teachers are willing to engage in conversations about race and culture but struggle to sustain authentic dialogue, and teacher educators who facilitate these discussions express a desire for more concrete pedagogical tools to support teacher development. Theses findings provide important insight for future work in teacher education to support culturally relevant science teaching practices.

Authors

• Lisette Nnenna Enumah, The University of Pennsylvania

• Susan A. Yoon, University of Pennsylvania

• Katherine M Miller, University of Pennsylvania

• Miyoung Park, University of Pennsylvania