Affirming Teaching and Learning Science Experiences for Racial and Ethnic Students in an Urban High School

• In Event: 34.088 - Science Teaching and Learning SIG Paper Session: Equitable Education

Abstract

This study examined the science learning experiences of ninth graders in an urban, inclusive STEM school through a culture of science lens. Data sources included teacher and student interviews, classroom observations, and videos. The findings revealed a classroom culture that promoted the objects and actions of scientific culture. This focused on the process of science, content knowledge, collaborative interactions, and a community oriented, culturally responsive and affirming science classroom. Students’ experiences reflected a strong science identity; students affirmed their love for science and respected the role of their science teacher in facilitating this process. This study has implications for advancing a “science for all” framework that is scientifically and culturally responsive and affirming for high achieving racial and ethnic students.

Authors

• Noemi Waight, University at Buffalo - SUNY

• Jennifer Tripp, University at Buffalo - SUNY

• Dr. Lorenda Chisolm, University at Buffalo - SUNY