Exploring Culturally Responsive Science Teaching Through an Urban Teacher Residency Program’s Course Experiences

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: Systematizing Equity and Justice in Science Teaching and Learning (Table 12)

Abstract

In this paper, we present a case study of one science teacher residency program, exploring: In what ways do the program’s courses play a role in supporting the learning of culturally responsive science teaching in high-need schools? The study is grounded in a science teacher residency program located in an informal science institution (ISI). Findings indicate that participants saw aspects of culturally responsive teaching in various courses, particularly around opportunities to wrestle with issues surrounding race, privilege, and inequities; cultural connections as relating to students’ lives; and place-based approaches as entryways into CRE. In exploring culturally responsive science teaching, we address the call for dismantling racism and strive toward new educational possibilities for social justice.

Authors

• Jamie Wallace, American Museum of Natural History

• Elaine Howes, American Museum of Natural History