Diversity Knowledge in Science Teacher Education-Translating Concept to Instruction: An Example Specific to African Americans |
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| Authors: | Eileen Carlton Parsons Stephanie Foster Crystall Travis Gomillion and Jamila Smith Simpson |
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| Institution: | (1) School of Education, The University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-3500, USA;(2) Department of Chemistry, West Point Military Academy, West Point, NY 10996, USA;(3) Department of Education, University of Tampa, Tampa, FL 33606, USA;(4) College of Education, North Carolina State University, Raleigh, NC 27695, USA |
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| Abstract: | Science education reforms promote access to quality science education for all students. Outcome disparities in various measures
indicate that such access remains elusive for African Americans. Cultural incongruence is one among many explanations for
this previously described inaccessibility. The intent of this article is not to report additional research findings, but to
translate the information provided in the literature into an instructional form that science teacher educators can employ
in the preparation of prospective science teachers or the further development of practicing ones. Pivoting around a role play,
the authors discuss communication within African American communities, its incongruence with the discourse patterns typically
valued and reinforced in school science, and the importance of such knowledge for science teacher educators.
Lieutenant Colonel Stephanie Foster is now product manager in the U.S. Army Research Development and Engineering Command.
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