Science Teachers’ Race Talk: A Review of the Literature

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Race, Equity, and Language in Science Teaching and Learning (Table 16)

Abstract

Despite the continuing calls for racial justice in education, racialized students still experience disparate outcomes. The predominantly white teaching force plays a crucial role in disrupting or perpetuating institutional racism. Additionally, science education has maintained a narrative of objectivity, especially in the reform documents in the last several decades. This literature review asks: How do K12 teachers in general and science teachers in particular talk about race? While general teacher education has documented how teachers talk about race, there is little research on practicing and/or prospective science teachers’ race talk.

Author

• Hannah Cooke, University of Connecticut