“It Narrows the Distance Felt Toward Science”: Science Educators’ Conceptualizations of Equity Within Cultural Institutions

• In Event: Bringing All Variables Together: Mathematics and Teacher Preparation

Abstract

Cultural institutions are well positioned to deepen children’s understanding of scientific concepts. However, science teachers must challenge how racial inequities are reproduced in these spaces. Using a racialized learning ecologies framework, this study examined how elementary science educators conceptualized utilizing cultural institutions for equitable science learning through a place-based science methods course assignment. Findings showed they were critical about how exhibits maintained dominant White scientific narratives. They varied in ways they conceptualized equitable science learning experiences. They believed cultural institutions provided opportunities for higher quality science learning when paired with inclusive, inquiry-based teaching methods. This study illustrates how explicit framing of science learning spaces as racist inequitable spaces and discourse around equitable teaching practices can result in new educational possibilities.

Authors

• Jessica Chen, Stony Brook University - SUNY

• Jacqueline Horgan, Full STEAM Forward