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Education & Language - Science Education | Multicultural Science Education - Preparing Teachers for Equity and Social Justice

Multicultural Science Education

Preparing Teachers for Equity and Social Justice

Atwater, Mary M., Russell, Melody, BUTLER, MALCOLM (Eds.)

2014, XXI, 295 p. 2 illus. in color.

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  • Focuses systematically on science teacher education issues related to preparing and working with science teachers of underserved and underrepresented student populations
  • Offers practical applications that will help promote equity and social justice in middle and high school science classrooms
  • Presents strategies that bridge the gap between theory and practice in equity and multicultural education

This book offers valuable guidance for science teacher educators looking for ways to facilitate preservice and inservice teachers’ pedagogy relative to teaching students from underrepresented and underserved populations in the science classroom. It also provides solutions that will better equip science teachers of underrepresented student populations with effective strategies that challenge the status quo, and foster classrooms environment that promotes equity and social justice for all of their science students.

Multicultural Science Education illuminates historically persistent, yet unresolved issues in science teacher education from the perspectives of a remarkable group of science teacher educators and presents research that has been done to address these issues.  It centers on research findings on underserved and underrepresented groups of students and presents frameworks, perspectives, and paradigms that have implications for transforming science teacher education.  In addition, the chapters provide an analysis of the socio-cultural-political consequences in the ways in which science teacher education is theoretically conceptualized and operationalized in the United States. 

The book provides teacher educators with a framework for teaching through a lens of equity and social justice, one that may very well help teachers enhance the participation of students from traditionally underrepresented and underserved groups in science, technology, engineering, and mathematics (STEM) areas and help them realize their full potential in science. Moreover, science educators will find this book useful for professional development workshops and seminars for both novice and veteran science teachers. 

Content Level » Research

Keywords » Africa American students - Black scientists - Black students - Critical race theory - cultural pedagogy - multicultural science - social justice

Related subjects » Education & Language - Learning & Instruction - Science Education

Table of contents 

Foreword, Jane Butler Kahle.- Preface, Mary M. Atwater, Melody Russell, and Malcolm B. Butler.-Acknowledgements, Mary M. Atwater, Melody Russell, and Malcolm B. Butler.- Chapter 1. Introduction: Culture, Equity, and Social Justice for Science Teacher Educators, Malcolm B. Butler, Mary M. Atwater, and Melody Russell.- Part I. Historical and Sociocultural Perspectives on Science Teacher Education.- Chapter 2. The Systematic Misuse of Science - Andre Green.- Chapter 3. Second Class Citizens, First Class Scientists: Using Sociocultural Perspectives to Highlight the Successes and Challenges of African American Scientists during Jim Crow, Malcolm B. Butler.- Chapter 4. Science Education and Females of Color – The Play within a Play, Leon Walls.- Chapter 5. Sociocultural Consciousness and Science Teacher Education, Brenda Brand.- Part II. Foundations of Science Teacher Education.- Chapter 6. The Impact of Beliefs and Actions on the Infusion of Culturally Relevant Pedagogy in Science Teacher Education, Natasha Johnson and Mary M. Atwater.- Chapter 7. Motivation in the Science Classroom: Through the Lens for Equity and Social Justice, Melody Russell.- Part III. Pedagogical and Curricular Issues in Science Teacher Education.- Chapter 8. Negotiating Science Content: A Structural Barrier in Science Academic Performance, Barbara Rascoe.- Chapter 9. Internationally-Inclusive Science Education: Addressing the Needs of Migrants and International Students in the Era of Globalization, Charles B. Hutchison.- Chapter 10. Using Problem-Based Learning to Contextualize the Science Experiences of Urban Teachers and Students - Neporcha Cone.- Part IV. Equity, multiculturalism, and Social Justice in Diversity Issues in Science Teaching .- Chapter 11. African American and Other Traditionally Underrepresented Students in School STEM: The Historical Legacy and Strategies for Moving from Stigmatization to Motivation, Obed Norman.- Chapter 12. Preparing Science Teachers for Diversity: Integrating the Contributions of Scientists from Underrepresented Groups in the Middle Grades Science Curriculum, Rose M. Pringle and Cheryl McLaughlin.- Chapter 13. The Triangulation of the Science, English, and Spanish Languages in the Classroom: Challenges for Preparing Science Teachers of English Language Learners, Regina L. Suriel.- Part V. Policy Reform for Science Teacher Education.- Chapter 14. STEM-based Professional Development and Policy: Key Factors Worth Considering, Celeste Pea.- Chapter 15. Policy Issues, Equity, Multicultural Science Education, and Local School District Support of In-service Science Teachers, Bongani D. Bantwini.- Chapter 16. Policy Issues in Science Education: The Importance of Science Teacher Education, Equity, and Social Justice, Sheneka Williams and Mary M. Atwater.- Chapter 17. Conclusion and Next Steps for Science Teacher Educators, Melody, Russell, Malcolm B. Butler, and Mary M. Atwater.

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