“Say It in English”: Examining Raciolinguistic Ideologies in Rural K–8 Science Classrooms

• In Event: We Gon' Be Alright: Teaching, Healing, and Resisting with Black Youth

Abstract

This study examines how raciolinguistic ideologies shape rural K–8 science classrooms. Drawing on raciolinguistic theory (Flores & Rosa, 2015) and culturally sustaining pedagogy (Paris & Alim, 2017), it explores how African American Language (AAL) is positioned in relation to “rigor” in science teaching. Using a sequential explanatory mixed methods design (Creswell & Plano Clark, 2017), we surveyed 28 rural science teachers using the Dispositions for Culturally Responsive Pedagogy Scale and conducted interviews, observations, and artifact analysis with a subset. Findings reveal tensions between teachers’ equity commitments and classroom practices, including revoicing and “code-switching” norms that marginalize AAL. The study highlights the need for sustained professional learning that centers language as a site of identity and power in science education.

Author

• Stephanie Tracey, Clemson University