Enacting Equitable Science Teaching: The Role of Biopsychosocial Histories of Teachers and Learners

• In Event: AERA Roundtable Session Wednesday 9:45 am - Gold 1
  In Roundtable Session: Teaching for Justice: Centering Identity, Voice, and Real-World Relevance in Diverse Classrooms

Abstract

Amid political uncertainty, systemic inequities and growing classroom diversity, science educators must adopt practices that honor student biographies, humanize learning and foster critical consciousness. This multiple-case study explores how three secondary science teachers implemented Biography-Driven Instruction (BDI) to align individual needs with curricular demands. Drawing on culturally and linguistically diverse students’ biopsychosocial histories, teachers amplified student voice, enacted curricular modifications, enhanced engagement, and promoted collaborative inquiry. Findings highlight three themes: fostering synergy and shared insight, building trust through care and respect, and empowering success through minimal yet meaningful adjustments. By centering equity-driven and relational teaching, this study demonstrates how BDI enriches culturally responsive and sustaining science instruction—reimagining classrooms as spaces for healing, identity affirmation, academic rigor and sociopolitical transformation.

Authors

• Socorro Herrera, Kansas State University

• Jinhua Wang, Kansas State University

• Kendra Herrera, Kansas State University