"Science Is Adventure": Using Personal Narratives to Redefine Science and Understand the Science Identities of Elementary Students of Color

• In Event: 51.034 - STEM and Literacy Education: Critiquing What Counts as Knowledge From the Perspectives of Black Youth

Abstract

Despite the emergence of the Next Generation Science Standards (NGSS) and their intentions to prepare all students for the opportunity to become future scientists, engineers, technicians, etc., scholars have argued students of color are still alienated from the conversation (Basile & Lopez, 2015). This is likely because STEM fields have historically privileged White middle-class males through its discourse (Ashbacher, Li, & Roth, 2009). In STEM policy documents, scholars argue students of color have been “commodified as an intellectual labor resource” when convenient, and “at other times with zero-market value” (Basile & Lopez, 2015). Rather than viewing students of color as an asset to advance one’s STEM policy agenda, I argue that the purpose of school science is to prepare all students to become 21st century learners who are scientifically literate members of society. However, given our growing diverse population of learners, for STEM to be accessible to students of color, their voices must be centered in the conversation. One way these conversations may be heard is through exploring the ways in which students of color view themselves as scientists juxtaposed to their own definitions of science. The purpose of this exploratory qualitative study is to understand how elementary students of color view themselves as scientists in the wake of their definitions of science while using NGSS-aligned curriculum materials. Utilizing both Gee (2000) and Sfard and Prusak (2005)’s theoretical frameworks, this paper will unpack how a group of elementary students of color author their science identities as being contingent upon what is considered as “being right” or “having to pass tests” despite their seemingly different definitions of science. Through document analysis of student science notebook entries along with classroom observations and interview data, this study revealed these students’ definitions of science are not aligned to the accepted science definitions which guide the NGSS. While the students’ definitions of science may influence their science identities, the students ultimately rely upon the teacher to recognize them as such. However, the implications of this are problematic because the teachers’ instruction is guided by the curriculum materials which do not allow any flexibility in accommodating students’ interpretations of science. As a result, the teacher becomes the gatekeeper to the scientific enterprise and students’ ways of knowing are not always honored. The implications of this study are significant as they could provide context for elementary teachers’ science teaching. The NGSS are relatively new and while they could create rich, meaningful science experiences for all students, particularly students of color, student voice must be included in the conversation. Students present ideas about what science is, who can participate in the discipline, and where they view themselves within this space in manners that are not always allowed to become visible, due to current curriculum offerings.

Author

• Terrance Burgess, Syracuse University