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CulturalDiversityAn NSTA Press Journals Collection

Celebrating

S c i e n c e L e a r n i n g f o r ALL

ARLINGTON, VIRGINIA

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ContentsAcknowledgments ............................................................................................vNSTA Position Statement on Multicultural Science Education ........................viIntroduction ................................................................................................... viiCorrelations with the National Science Education Standards ............................. ix

Curriculum Reform1 Cultural Inclusion .............................................................................. 1

Where does your program stand?H. Prentice Baptiste and Shirley Gholston Key (February 1996)

2 Embracing Diversity .......................................................................... 4As the U.S. population becomes more culturally diverse, schools canprofit from this rich heritageGerry M. Madrazo, Jr. (March 1998)

3 Encouraging Equitable Enrollment .................................................... 8One districtís efforts toward increasing minority participation inmath and scienceStan Hill and Paul B. Hounshell (February 1997)

4 Make the Curriculum Multicultural .................................................. 12Act now and make science an inclusive endeavorNapoleon A. Bryant, Jr. (February 1996)

5 Inclusive Classrooms ....................................................................... 16A multicultural look at the National Science Education StandardsKonstantinos Alexakos (March 2001)

6 Inclusive Reform ............................................................................. 20Including all students in the science education reform movementMary Monroe Atwater and Melody L. Brown (March 1999)

Teaching Strategies7 Creating a Culture for Success ......................................................... 25

Teachers accommodate different learning styles and boost achievementBarbara S. Thomson, Mary Beth Carnate, Richard L. Frost, Eugenie W.Maxwell, and Tamara Garcia-Barbosa (March 1999)

8 Capitalizing on Diversity ................................................................. 30Strategies for customizing your curriculum to meet the needs of all studentsLenola Allen-Sommerville (February 1996)

9 Big Picture Science.......................................................................... 34Uncovering teaching strategies for underrepresented groupsCharlotte Behm (March 2001)


10 Multicultural Teaching Tips ............................................................. 38Practical suggestions for incorporating the diverse history of scienceinto the classroomS. Wali Abdi (February 1997)

11 Teaching Essentials Economically ................................................... 42Using dedication, not frills, to encourage student achievement in scienceJoy R. Dillard (March 2000)

12 Structured Observation ................................................................... 46Charting student-teacher interactions to ensure equity in the classroomEllen Johnson, Barbara Borleske, Susan Gleason, Bambi Bailey,and Kathryn Scantlebury (March 1998)

13 Notable Women................................................................................ 50Teaching students to value womenís contributions to scienceCindy L.F. Zacks (March 1999)

Science and Language14 Language Diversity and Science....................................................... 54

Science for limited English proficiency studentsElizabeth Bernhardt, Gretchen Hirsch, Annela Teemant, and MarisolRodrÌguez-MuÒoz (February 1996)

15 Meaningful Lessons ......................................................................... 58All students benefit from integrating English with scienceAlan Colburn and Jana Echevarria (March 1999)

16 Science as a Second Language ......................................................... 62Verbal interactive strategies help English language learners developacademic vocabularyCarmen Simich-Dudgeon and Joy Egbert (March 2000)

17 Scientific Literacy for All ................................................................. 68Helping English language learners make sense of academic languageCynthia Carlson (March 2000)

AppendicesAppendix A Author Contact Information ...................................................... 73Appendix B Publications .............................................................................. 76


AcknowledgmentsThe National Science Teachers Association (NSTA) is devoted to promoting excellenceand innovation in science teaching and learning for all. Science Learning for All:Celebrating Cultural Diversity, which represents the best articles of five years of TheScience Teacherís multicultural issues, aims to help educators include all students inscience education.

This collection was developed by The Science Teacher staff and the NSTA Committee onMulticultural/Equity in Science Education. Shelley Johnson Carey (Director, PeriodicalsPublishing, NSTA) and Janet Gerking (Editor, The Science Teacher) selected the articles.Committee members Connie Cook Fontenot (Bethune Science Academy, Houston,Texas), Ellen Gaylor (Iolani School, Honolulu, Hawaii), and Elizabeth Hays (School ofNatural and Health Sciences, Barry University, Miami, Florida) reviewed the articles andoffered valuable feedback about resources and connections to the National ScienceEducation Standards.

Jessica Green was the project editor for Science Learning for All: Celebrating CulturalDiversity. Beth Daniels and Michelle Chovan also provided assistance and advice indeveloping this compendium. Linda Olliver designed the book and the cover, NguyetTran did book layout, and Catherine Lorrain-Hale coordinated production and printingof the book.

SC I ENCE L EARN ING FOR A L L Ce l eb ra t i ng Cu l t u ra l D i ve r s i t y V


Nat i ona l S c i en c e Tea che r s A s so c i a t i onV I

NSTA Position Statement onMulticultural Science Education

PreambleScience educators value the contributions and uniqueness of children from allbackgrounds. Members of the National Science Teachers Association (NSTA) are awarethat a countryís welfare is ultimately dependent upon the productivity of all of its people.Many institutions and organizations in our global, multicultural society play major rolesin establishing environments in which unity in diversity flourishes. Members of theNSTA believe science literacy must be a major goal of science education institutions andagencies. We believe that ALL children can learn and be successful in science and ournation must cultivate and harvest the minds of all children and provide the resources todo so.

RationaleIf our nation is to maintain a position of international leadership in science education,NSTA must work with other professional organizations, institutions, corporations, andagencies to seek the resources required to ensure science teaching for all learners.

DeclarationsFor this to be achieved, NSTA adheres to the following tenets:

■ Schools are to provide science education programs that nurture all childrenacademically, physically, and in development of a positive self-concept;

■ Children from all cultures are to have equitable access to quality science educationexperiences that enhance success and provide the knowledge and opportunitiesrequired for them to become successful participants in our democratic society;

■ Curricular content must incorporate the contributions of many cultures to ourknowledge of science;

■ Science teachers are knowledgeable about and use culturally-related ways oflearning and instructional practices;

■ Science teachers have the responsibility to involve culturally-diverse children inscience, technology and engineering career opportunities; and

■ Instructional strategies selected for use with all children must recognize and respectdifferences students bring based on their cultures.

ó Adopted by the NSTA Board of Directors, July 2000


SC I ENCE L EARN ING FOR A L L Ce l eb ra t i ng Cu l t u ra l D i ve r s i t y VII

IntroductionWhat is a ìmulticulturalî classroom? Classrooms, even if they are filled with non-majoritystudents, are not necessarily multicultural. There are three elements necessary for a trulymulticultural science-learning environment: first, the sense that all students can learnand do science; second, the view that each student has a worthwhile place in the scienceclassroom; and third, an appreciation for the contributions of all cultures to our scientificknowledge (Atwater, 1993; Hays, 2001). Science Learning for All: Celebrating CulturalDiversity focuses on the need for multicultural science classrooms, and addresses whatmakes a culturally diverse science classroom a multicultural one.

The last two decades have seen increasing interest devoted to multicultural education.The National Science Teachers Association (NSTA) recognizes its responsibility and dutyto promote quality science education to diverse student populations, and states thatNSTAís mission is ìto promote excellence and innovation in science teaching andlearning for all.î In the early 1970s, minority NSTA educators began meeting informally.About 1980, these NSTA members formed a group to address concerns of minorityeducators, equity in science education, and the growing interest in multicultural scienceeducation. This groupóoriginally named the Black Caucus but now known as theMinority Caucusócontinues to serve as an important avenue within NSTA for voicingconcerns about multicultural science education.

In 1989, NSTA formed the Multicultural/Equity in Science Education Committee toreview NSTA policies, programs, and activities relating to multicultural scienceeducation. The Committee developed the NSTA position statement on multiculturalscience education in 1991 and revised the statement in 2000 (see page vi). TheCommittee often solicits feedback from an associated group of the Minority Caucus, theAssociation of Multicultural Science Educators (AMSE). The two groups co-sponsorShare-a-Thons at NSTA conventions, where teachers share their lesson plans, ideas, andresources. The Multicultural/Equity Committee also reviewed the articles chosen for thiscollection and guided the development of this book.

Each year The Science Teacher, NSTAís journal for high school educators, devotes anissue to multiculturalism in science education. Celebrating Cultural Diversityrepresents the best of these multicultural issues of The Science Teacher. One of thearticles in this book holds a personal connection for me. When I read ìTeachingEssentials Economically,î I was very impressed with author Joy Dillard, a youngminority educator making a difference in a rural African American science classroom inan impoverished area. This teacher was modeling success against all odds. I wrote toher to express my feelings about her article and encouraged her to persevere becauseshe was doing good science education in spite of her schoolís isolation and lack ofresources. At my urging, and with the help of an AMSE mentor, Joy is becoming moreinvolved with NSTA and AMSE to learn about and guide multicultural science education.Joy Dillard epitomizes the hard work and dedication of many science teachers strivingto make a difference in their classrooms. It is for teachers like her that CelebratingCultural Diversity was compiled.

The 17 articles in this book have been grouped into three sections: Curriculum Reform,Teaching Strategies, and Science and Language. Each article has also been reviewed to


Nat i ona l S c i en c e Tea che r s A s so c i a t i onVIII

determine which of the National Science Education Standards are addressed (seeFigure 1).

The Curriculum Reform articles help teachers evaluate the cultural inclusiveness oftheir science curricula. Three of the articles describe how and why schools can profitfrom the diverse heritage of the United States by developing a learning environment ofunderstanding, respect, and multiculturalism. Educators are urged to emphasizestudent unity, equity, and diversity. The other articles give examples of how to changeschool policies, programs, and curricula to include all students in science educationand to meet the learning needs of all students.

The Teaching Strategies section highlights techniques that teachers can adapt for theirindividual classrooms. Teachers learn to employ cultural knowledge, sensitivity, andinterpersonal skills to maximize studentsí learning potential. The articles showcaseinnovative teaching programs that improve learning in diverse classrooms. This sectionalso offers concrete teaching tips and practical suggestions for incorporating the diversehistory of science into the classroom.

The final section, Science and Language, addresses the special concerns of learning thelanguage of science while also learning English. The articles provide practicalsuggestions for integrating science with English, where English is a studentís secondlanguage. Science itself can also be seen as a second language, and the articles offermethods to help students acquire academic language and scientific vocabulary. AllstudentsóEnglish language learners and those already fluentóbenefit from acurriculum that emphasizes the in-depth teaching of concepts, process skills, andcritical-thinking skills. When I teach science to non-science majors at the college level, Iemphasize that part of being successful in science courses is learning the language ofthe field, and I suggest that students treat my course as they would a language course.This helps some students overcome the anxiety of science that is often brought to thecollege-science classroom.

Celebrating Cultural Diversity provides valuable ideas and strategies for bringingmulticultural education to your classroom. The articles demonstrate that such anequitable classroom is inclusive, provides opportunities for all students to learn science,and shows students that people like them can make scientific contributions to improveour world. The reader should recognize that this book is a collection from one source,The Science Teacher, and reflects the articles written for this journal. There is muchmore that has been published and said about multicultural science education.Appendix B lists additional resources suggested by the Multicultural/Equity Committee;this collection represents just a small number of the resources available to helpteachers meet the needs of the diverse student population in their classrooms. Enjoythese articles and resources, and make your classroom a true multicultural learningenvironment.

Elizabeth Hays, DirectorNSTA Multicultural/Equity in Science Education Committee


B Y H . P R E N T I C E B A P T I S T E A N DS H I R L E Y G H O L S T O N K E Y

Scientific American magazine patent office in applyingfor patents for their inventions. However, there was nomention of Jan Matzeliger, Elijah McCoy, Granville T.Woods, Andrew Jackson Beard, and Lewis Latimer, allwell-known African American inventors of this period.

These examples illustrate the need for implement-ing science that is multicultural. Science should be pre-sented in a non-elitist, culturally diverse context thatincludes all students. Presenting science as a hands-on,activity-based, problem-solving instructional programcouched in constructivist theory enables all students,including students of color, to excel in science.

When African American students were askedthrough a survey and interviews (Key, 1995) whetherthey prefer to study science topics relevant to theirculture, they responded positively. Examples of poten-tial science topics included in the survey were:

■ Benefits of African American astronauts in space flights,■ The inventions of African American scientists andengineers,■ How African American inventions have affected soci-ety,■ The diseases of African Americans such as sickle-cellanemia,■ The diseases that affect Hispanic Americans, and■ The diseases that affect Asian Americans.

These kinds of culturally inclusive items were chosen ata much higher rate (p < .001) by students of color thanitems on the survey that did not specifically address theircultures.

TYPOLOGY FOR CULTURALINCLUSION

The following typology can help science teachers evalu-ate and determine to what extent cultural inclusion ispresent in their science program. Cultural inclusion is

SEPTEMBER 1995: A MEXICAN FAMILY

just moved to a small Midwestern cityjust moved to a small Midwestern cityjust moved to a small Midwestern cityjust moved to a small Midwestern cityjust moved to a small Midwestern city

where the mother had been recruitedwhere the mother had been recruitedwhere the mother had been recruitedwhere the mother had been recruitedwhere the mother had been recruited

to be a professor at the state university.to be a professor at the state university.to be a professor at the state university.to be a professor at the state university.to be a professor at the state university.

The father was employed as a teacher inThe father was employed as a teacher inThe father was employed as a teacher inThe father was employed as a teacher inThe father was employed as a teacher in

a local school district. The mother accompanied herdaughter, a sophomore, to the local high school forregistration and counseling. The daughter was excitedabout the prospect of registering for a genetics courseand an advanced biology course because of the excellentscience experiences she had the previous year. Thecounselor ignored the daughter’s desire to take theadvanced biology courses and told her, “I believe you willbe happier in the regular biology course because mostgirls are.” The young lady has been bored because she hashad much of the work previously.

April 1993: A lesson on the circulatory system wasbeing conducted in a middle school classroom. As a partof discussion on blood transfusion and preservation, thecontributions of Charles Drew were included. Duringthis discussion the science instructor passed out photo-graphs of Drew. An African American student in the class,on seeing the photos, exclaimed “Was Dr. Drew Black?”The instructor responded “Yes, he was.” The AfricanAmerican student replied “He couldn’t have been (Black)and done all those good things.”

August 13, 1995: Parade magazine printed a shortfeature entitled “Recalling the Golden Age of Inventors,”which focused on inventions created in the United Statesfrom 1850 to 1900. Several inventors—Samuel Morse,Thomas Edison, Elias Howe, Alexander Graham Bell—allwhite males, were depicted as receiving help from the

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CulturalInclusion

SC I ENCE L EARN ING FOR A L L Ce l eb ra t i ng Cu l t u ra l D i ve r s i t y 1


Nat i ona l S c i en c e Tea che r s A s so c i a t i on2

The typology of cultural in-clusion (See Figure 1) is modeledafter Baptiste’s (1994, 1992,1986) typology for assessingmulticultural science education.The model has three levels, eachencapsulating the previous oneor ones. The model enables sci-ence teachers to determine theextent that currently used instruc-tional strategies, curriculum, text-books and other resources, ac-tivities and laboratory ex-periences reflect an internaliza-tion of cultural inclusion. Eachlevel has a distinct set of charac-teristics and represents a qualita-tive level of accomplishingcultural inclusion.

LEVEL IThis level can be described asadditive and tangible. Science ex-periences, perspectives, and con-tributions of people of color andwomen are presented in isola-tion or as additives to the regularscience curriculum at Level I.Among science teachers, as withother teachers, this is the mostpopular strategy for multi-culturalizing science instruction.The following topics are illustrativeof Level I.

■ Studying African American sci-entist Charles Drew’s work onblood preservation and organiza-tion of the first blood banks in abiology class during Black His-tory month as opposed to incor-porating his scientific contribu-tions into the curriculum lessons

on blood and circulation. Studying contributions of theMexican American physicist Luis W. Alvarez (winner of1968 Nobel Prize in Physics) during May (Cinco de Mayo)or September (Mexico independence) as opposed tostudying his contributions during the curriculum focuson subatomic or resonance particles.■ As part of the school’s celebration of Native Ameri-cans’ contributions, the science teachers use some of thefollowing contributions and experiences of Native Ameri-cans: the Anasazi recorded the supernova of A.D. 1054 inpaintings and built solar observatories in what is nowArizona and New Mexico; the Zuni people’s historicalcontributions to ecological, engineering and land man-

the integration of the learner’s culture into the academicand social context of the science classroom to aid andsupport academic learning (Key, 1995). It values culturalidentity while promoting personal, human, and socialdevelopment. Cultural inclusion is needed to developcompetent science students who are socially responsibleparticipants of a culturally diverse society where groupidentity is valued and preserved.

Cultural inclusion stresses changing science pro-grams to make them culturally consistent, relevant, andmeaningful to diverse populations. It helps to eliminatebias, to create a new standard of measure, and to provideequitable curriculum and pedagogical practices.

Level III: Process/philosophical orientation.Science teachers must be social activists. Theycan help their science students promote equalopportunity, respect for those who differ, andpower/equity among groups both in the schooland in the local community. After teachers haveinternalized the parameters of Levels I and II,they actively design, develop, or seek outscience programs that are truly antiracist andmulticultural. Science instruction is then culturallyinclusive with a commitment to the philosophyof multicultural science education.

Level II: Process/product. Infusion into sciencecurriculum of diverse cultural perspectives andcontributions to a science concept developmentand/or evolvement. Scientists of color andwomen scientist’s experiences and contributionsare tied into the teaching of science conceptsand topics. Science instruction is commensuratewith diverse learning and cognitive styles.Problem solving processes and scientific methodare used in elucidating the faultiness of racialand sexual stereotypes, prejudices, and ethno-centrism. Contextual array of science content ispermeated with diversity.

Level I: Product. Focus on scientists of color andwomen scientist’s contributions, in isolation.Highlighting an ethnic or cultural groupinvention, discovery or contribution, or scientistof color birthday. Multicultural additions aremade to the curriculum in merely an additive,superficial way. A science textbook might endeach chapter with a vignette on a scientist ofcolor. During African American History month,students might read isolated material aboutfamous African Americans in the field ofscience.

product

product

product

process

process

philosophicalorientation

FIGURE 1.

Typology for multiculturalizing science.



agement of the arid lands that they have occupied forcenturies; the practice of agricultural polycropping (in-tercropping) facilitated soil enhancement in nutrientsand a prevention of soil erosion, and numerous contribu-tions of medicinal derivatives (such as quinine) fromindigenous plants for the treatment and prevention ofcertain diseases.

LEVEL I IThere is an infusion into science curricula (Figure 1) ofdiverse cultural perspectives and contributions to a sci-ence concept development and/or evolvement. Contri-butions of scientists of color and women are integratedinto the science curriculum, not just tacked on. Scienceteachers operating at this level enable their students touse science problem-solving processes and the scientificmethod in elucidating the faultiness of racial and sexualstereotypes, prejudices, and ethnocentric behavior. Thefollowing examples are illustrative of Level II.

Ecological Technology. Students investigate prod-ucts from “useless” raw materials. The peanut, cottonseed, and rice hull can be selected as raw products toinvestigate in both biology and chemistry classes. Thediscoveries and contributions of the following scientists:George W. Carver (peanuts), Eli Whitney (cotton seeds),Oto Yakamoti (rice hulls) include butter, oil, and fertil-izer. Biology and chemistry students can study the livesof an ethnically diverse group of scientists as they repli-cate their investigations.

Cellular Biology. The study of the cell, the basicunit of life, takes place in life science, biology, andadvanced biology classrooms; however, little mention ismade of Ernest Just, an African American biologist whospent a lifetime studying cytoplasm, the cell membrane,and other components of the cell. This would be theappropriate time for the biology teacher to include Justand his contributions.

Earth Sciences. The study of the solar system andthe universe tends to take on a Western cultural perspec-tive in many of our Earth science classes. We very seldom,if at all, include in our Earth science classes Easternperspectives and discoveries such as Zhou Yue, whoaround 300 B.C. in China modeled the Moon’s move-ments; Hypatia, a woman mathematician in Alexandria,Egypt, who around A.D. 400 developed the astrolabe, aninstrument used to observe the position of celestialbodies; Aryabhata the First of India, who in A.D. 497deduced the Earth’s rotation.

The manner in which the Islamic culture unites art,religion, and science into a fundamental world view is aperspective seldom shared in science classrooms. Inspite of the Native American culture geographicallywithin our midst, our ethnocentric attitudes have pre-vented us from understanding their sophisticated per-

spective of the complex relationship of science, religion,and nature that provides their world view.

LEVEL I I IScience teachers operating at Level III of Baptiste’stypology for multiculturalizing science are social activ-ists. His or her science instruction is culturally inclusive.The science teacher at this level is committed to design,develop, or seek out science programs that are trulyantiracist and multicultural. This science teacher willhelp students promote equal opportunity, respect forthose who differ, and promote power equity amonggroups both in the school and in the community.

Merely presenting illustrative examples of sciencelessons reflecting Level III will not suffice. Level III has astrong philosophical orientation couched in the funda-mental principles of equity, valuing of the respect forhuman diversity, and moral commitment to social justicefor all. An equitable learning environment must be estab-lished in the classroom that positively supports variouslearning styles and all science instruction and contentmust be purged of all elitism.

Multiculturalizing science must focus on pedagogyand content concerns. Science teachers operating atLevel III of Baptiste’s typology understand the impor-tance of implementing instructional strategies that areamenable to all students and are culturally diverse; andselecting science content that reflects various culturalperspectives and represents the diverse cultural roots ofscience knowledge. ✧

H. Prentice Baptiste is professor and associate direc-H. Prentice Baptiste is professor and associate direc-H. Prentice Baptiste is professor and associate direc-H. Prentice Baptiste is professor and associate direc-H. Prentice Baptiste is professor and associate direc-

tor of the Center for Science Education, Kansas Statetor of the Center for Science Education, Kansas Statetor of the Center for Science Education, Kansas Statetor of the Center for Science Education, Kansas Statetor of the Center for Science Education, Kansas State

University, Manhattan, KS 66506-5313. ShirleyUniversity, Manhattan, KS 66506-5313. ShirleyUniversity, Manhattan, KS 66506-5313. ShirleyUniversity, Manhattan, KS 66506-5313. ShirleyUniversity, Manhattan, KS 66506-5313. Shirley

Gholston Key is visiting assistant professor and di-Gholston Key is visiting assistant professor and di-Gholston Key is visiting assistant professor and di-Gholston Key is visiting assistant professor and di-Gholston Key is visiting assistant professor and di-

rector of elementary education, University of Hous-rector of elementary education, University of Hous-rector of elementary education, University of Hous-rector of elementary education, University of Hous-rector of elementary education, University of Hous-

ton—Downtown, One Main Street, Suite 1075-N, Hous-ton—Downtown, One Main Street, Suite 1075-N, Hous-ton—Downtown, One Main Street, Suite 1075-N, Hous-ton—Downtown, One Main Street, Suite 1075-N, Hous-ton—Downtown, One Main Street, Suite 1075-N, Hous-

ton, TX 77002.ton, TX 77002.ton, TX 77002.ton, TX 77002.ton, TX 77002.

REFERENCES

Baptiste, H.P., Jr. 1994. The multicultural environment ofschools: Implications to leaders. In The Principal as Leader,Larry Hughes, ed. (pp. 89-109) New York: Macmillan CollegePublishing.

Baptiste, H.P., Jr. 1992. Multicultural education: Its meaningfor science teachers. In Science Matters: A staff developmentseries, New York: Macmillan/McGraw-Hill.

Baptiste, H.P., Jr. 1986. Multicultural education and urbanschools from a sociohistorical perspective: Internalizingmulticulturalism. Journal of Educational Equity and Lead-ership 6(4): 295–312.

Key, S. 1995. African-American eighth grade students perceivedinterest in topics taught in traditional and nontraditional sci-ence curricula. Unpublished dissertation.


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EMBRACING

As the U.S. populationbecomes more culturallydiverse, schools can profitfrom this rich heritage



HE FACE OF THE AMERICAN CLASSROOM

has changed dramatically in recent yearshas changed dramatically in recent yearshas changed dramatically in recent yearshas changed dramatically in recent yearshas changed dramatically in recent years

and will continue to do so. As the numberand will continue to do so. As the numberand will continue to do so. As the numberand will continue to do so. As the numberand will continue to do so. As the number

of students from varied ethnic backgroundsof students from varied ethnic backgroundsof students from varied ethnic backgroundsof students from varied ethnic backgroundsof students from varied ethnic backgrounds

grows, so will the mix of ideas, interests,grows, so will the mix of ideas, interests,grows, so will the mix of ideas, interests,grows, so will the mix of ideas, interests,grows, so will the mix of ideas, interests,

B Y G E R R Y M . M A D R A Z O , J R .

Tlanguages, and cultures brought to the classroom.languages, and cultures brought to the classroom.languages, and cultures brought to the classroom.languages, and cultures brought to the classroom.languages, and cultures brought to the classroom.

This mix offers teachers an exciting opportunityThis mix offers teachers an exciting opportunityThis mix offers teachers an exciting opportunityThis mix offers teachers an exciting opportunityThis mix offers teachers an exciting opportunity

to provide insight and leadership while integratingto provide insight and leadership while integratingto provide insight and leadership while integratingto provide insight and leadership while integratingto provide insight and leadership while integrating

the diversity of their students’ backgrounds intothe diversity of their students’ backgrounds intothe diversity of their students’ backgrounds intothe diversity of their students’ backgrounds intothe diversity of their students’ backgrounds into

their lesson plans.their lesson plans.their lesson plans.their lesson plans.their lesson plans.

Multicultural education means defining school goalsso that all students have an equal opportunity to learn.The National Science Education Standards (NationalResearch Council, 1996) are clear in their intent—sci-ence is for all students, regardless of age, gender, culturalor ethnic background, ability, aspirations, or interest andmotivation in science.

In planning and implementing effective educa-tional programs, schools should recognize that “ethnicidentity and cultural, social, and economic backgroundof students are as vital as [students’] physical, psychologi-cal, and intellectual capabilities,” according to GenevaGay (1994), professor of education at the University ofWashington and an expert in cultural diversity and equi-table education.

MULTICULTURAL CURRICULAIntegrating multiculturalism into any subject can betricky, and science and math educators (who are thoughtto work with purely objective disciplines) may find itespecially difficult to develop new frameworks. Theprocess of integration can be illustrated in the form of acontinuum (Figure 1) that begins with an additive pro-cess—adding something multicultural to science cur-riculum and instruction. Teachers can move from

DIVERSITY



addition to integration to accumulation and then towardsattainment of multiculturalism, called advocacy ofmulticultural science education.

The extent to which teachers and students relatedata and information from various cultures to theconcepts and theories of science is called integration.Teachers help students understand how knowledge isconstructed. In many respects this process reflects theprocedures by which various scientists create knowl-edge in their disciplines. How knowledge is con-structed can be influenced by cultural factors, and theteaching and learning process is only enhanced byusing one’s own cultural knowledge and perspectives.This mode of constructing knowledge is called accu-mulation.

When teachers and students discuss the ways inwhich various frames of references and cultural assump-tions influence the accumulation of knowledge theyexperience a multicultural perspective. This leads totransforming knowledge or advocacy. Teachers and stu-dents are empowered by the knowledge, attitudes, andskills necessary to survive in a multicultural society. Theyhave attained a mode called advocacy.

In 1991, the National Science Teachers Association(NSTA) issued a position statement on multiculturalscience education that said the welfare of the Americanclassroom is ultimately dependent on the productivityand general welfare of all students. NSTA outlined theresponsibility of each level of the educational commu-nity for multicultural education and pointed out that theentire educational enterprise—educators, parents, in-dustry, community leaders, and policymakers—mustbelieve that all students can learn successfully and mustbe willing to commit resources toward this end.

School districts must design curricula and in-struction to reflect and incorporate diversity, whileindividual schools must provide science educationprograms that nurture all children academically andhelp them develop a positive self-concept. Scienceteachers are encouraged to educate themselves aboutstudents’ learning styles (which may be culturallyinfluenced) and make all students aware of careeropportunities in science, mathematics, and relatedtechnological fields.

As schools enter the 21st century and the U.S.population becomes more diverse than ever before,multicultural science classrooms should reflect the prin-ciples outlined below:

▲ A multicultural curriculum results in respect for diver-sity flowing from knowledge. With that respect willcome the ability of people to live and work together in adiverse society.▲ Teachers can help students develop the decision-making, problem-solving, social, and political skills nec-essary for participation in a culturally diverse society.(Teachers can encourage open discussion of how learn-ers feel about the subject.)▲ Laboratory investigations and course content can beintegrated into authentic activities relevant to minoritystudents’ everyday lives, interests, and experiences.▲ Science instruction should represent a variety of tradi-tional and historical viewpoints that integrate literature,math, history, and the arts. By presenting science as anongoing, creative story with many parts, students will seetheir own cultural experiences reflected in the lesson.

The content and methodology of multicultural sci-ence and curricula (including resource materials)

should be significant to students inschool and at home. The curriculumshould help students see the connec-tion between their local and globalenvironments and think conscien-tiously and critically about their rolein these relationships.

THE MULTICULTURALENVIRONMENT

Every science teacher integratesmulticulturalism into education to a de-gree. The direction of multicultural sci-ence curriculum, teaching, and learn-ing will be defined and acted upon byeach teacher. The following strategiesmay be helpful to science teachers:

▲ Choose curricula and science pro-grams that are culturally sensitive todiverse student populations, and par-ticularly to those who are traditionallyunderrepresented in science.

Multiculturalism

Respect

Tolerance

Understanding

Ethnocentrism

Predilection

Stereotyping

Discrimination

Hostility

Addition Integration Accumulation Advocacy

The multiculturalscience teacher

continuum

The science curriculum,teaching and learning continuum

[Madrazo, 1997 (Modified from Hoopes, 1979; Banks, 1993)]

FIGURE 1.

Continuum illustrating the integration process.



▲ Infuse discussions of scientificconcepts and experiences withappreciation of the different cul-tures that influenced the natureand structure of the scientific en-terprise.▲ Maintain a classroom climatethat encourages students to pur-sue careers in science, mathemat-ics, medicine, engineering, andtechnology. Such a learning envi-ronment should reflect the equi-table contributions of various sci-entists and educators.▲ Use both cooperative and indi-vidual learning activities in doinglaboratory investigations and dur-ing class discussions. Peer tutor-ing and problem-solving groupsare especially useful and encour-age students with different learn-ing styles and backgrounds.▲ Encourage students to be active participants in thelearning process. Multicultural science instruction em-phasizes dynamic inquiry and exploration, not static,memorized right and wrong answers.▲ When discussing a lesson, examples can be used thatappeal to all students. Teachers can incorporate studentopinions into discussions to validate student understand-ing of concepts.▲ Teachers can give students role models by bringingminority scientists into the classroom to talk about sci-ence and their field of expertise.

MYTHS AND REALIT IESThough many people recognize the need to addressdifferent viewpoints, some fear that without an agreed-upon cultural position, the classroom will become anarena in which ethnic groups clash and significantcontributions of one group are reduced in order tolaud the achievements of another. The same peoplefear that equity issues may be compromised. Whencarried out according to its true spirit, however,multiculturalism benefits all students as they gain anunderstanding of themselves and an appreciation fortheir peers. According to James Banks, an expert inmulticultural education, the tremendous social andracial chasms that exist in American society make itnaïve for anyone to believe that the study of ethnicdiversity will threaten or exacerbate any notions ofnational cohesion (Banks, 1993).

Another common myth some educators believe isthat “white” American or Western culture is excluded inmulticultural studies. Contrary to popular belief, amulticultural curriculum does not leave out or under-mine the European experience. Gary Howard, amulticultural education specialist who focuses on cur-

ricular and staff development, encourages white Ameri-cans to learn about other cultures and investigate whatthose cultures bring to the learning table. He also saysthat white Americans are not without their own culturalhistories, though they may be several generations re-moved from those ancestors who “worked so hard todismantle their European identity in favor of what theyperceived to be the American ideal” (Howard, 1993).

Science teachers have always been at the cuttingedge of changes in education and society. If we are toachieve scientific literacy for all students, science teach-ers and other educators must realize that curricula, aswell as science teaching and learning, must change toreflect the diversity in our society. The better preparedour teachers are to embrace diversity, the more skilledour students will be to work, live, and prosper in a globalcommunity. ✧

Gerry M. Madrazo, Jr. is a clinical associate professorGerry M. Madrazo, Jr. is a clinical associate professorGerry M. Madrazo, Jr. is a clinical associate professorGerry M. Madrazo, Jr. is a clinical associate professorGerry M. Madrazo, Jr. is a clinical associate professor

of science education and Executive Director of theof science education and Executive Director of theof science education and Executive Director of theof science education and Executive Director of theof science education and Executive Director of the

Mathematics and Science Education Network at theMathematics and Science Education Network at theMathematics and Science Education Network at theMathematics and Science Education Network at theMathematics and Science Education Network at the

University of North Carolina at Chapel Hill, 134 EastUniversity of North Carolina at Chapel Hill, 134 EastUniversity of North Carolina at Chapel Hill, 134 EastUniversity of North Carolina at Chapel Hill, 134 EastUniversity of North Carolina at Chapel Hill, 134 East

Franklin Street, Chapel Hill, NC 27599-3345; e-mail:Franklin Street, Chapel Hill, NC 27599-3345; e-mail:Franklin Street, Chapel Hill, NC 27599-3345; e-mail:Franklin Street, Chapel Hill, NC 27599-3345; e-mail:Franklin Street, Chapel Hill, NC 27599-3345; e-mail:

[email protected]@[email protected]@[email protected].

REFERENCES

Banks, J.A. 1993. Multicultural education: Development, di-mensions, and challenges. Phi Delta Kappan 75(1):22-28.

Gay, G. 1994. At the essence of learning: Multicultural educa-tion. Kappa Delta Pi Biennial.

Howard, G.R. 1993. Whites in multicultural education: Rethink-ing our role. Phi Delta Kappan 75(1):36-41.

National Research Council. 1996. National Science Educa-

tion Standards. Washington, D.C.: National Academy Press.

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DUCATORS CONSTANTLY TALK ABOUT

the need the need the need the need the need for reform in science and mathemat-for reform in science and mathemat-for reform in science and mathemat-for reform in science and mathemat-for reform in science and mathemat-

ics education. We implement program afterics education. We implement program afterics education. We implement program afterics education. We implement program afterics education. We implement program after

program and try innovation after innovation. Isprogram and try innovation after innovation. Isprogram and try innovation after innovation. Isprogram and try innovation after innovation. Isprogram and try innovation after innovation. Is

B Y S T A N H I L LA N D P A U L B . H O U N S H E L L

EComprehensive Partnership for Math and Science Achieve-ment (CPMSA). The grant is designed to increase thenumber of minority students who enter and successfullycomplete upper-level science and math courses. Thespecific benchmarks focus on:

1.1.1.1.1. The number of minority students completing Biology,Chemistry, and Physics.2.2.2.2.2. The number of minority students completing AlgebraI, Geometry, Trigonometry, Pre-Calculus, and Calculus.

The initiative is called Project JUST (JoinUnderrepresented in Science and Technology). The majorgoal is to create an atmosphere of systemic change withinthe district that results in minority students excelling inupper level math and science courses.

We are framing our reform efforts around the sixNational Science Foundation systemic change drivers:

1.1.1.1.1. How do systemic policies affect the project’s goalsand objectives?2.2.2.2.2. How does district leadership, governance, and man-agement affect the project’s goals and objectives?3.3.3.3.3. Does the district have a standards-based curriculumthat is related to actual teaching practices?4.4.4.4.4. How are periodic and annual assessments used toinform the district teachers, counselors, and administra-tors about their role in systemic reform?5.5.5.5.5. Are professional development activities ongoing, de-velopmental, content-based, and constructionally ori-ented?6.6.6.6.6. Are partnerships, parental involvement, and publicawareness active components within the project?

The focus of this article will be our district’s effortsaround drivers 2 and 3—the districts’ leadership and

it possible that we are looking in the wrong places,it possible that we are looking in the wrong places,it possible that we are looking in the wrong places,it possible that we are looking in the wrong places,it possible that we are looking in the wrong places,

working on the wrong things?working on the wrong things?working on the wrong things?working on the wrong things?working on the wrong things?

What if the most essential place to focus is on therelationships within the school and school community?This includes the quality of the interactions betweenstudents and teachers, teachers and administrators, par-ents and school personnel, and business and the schoolfamily. Until we work at making these relationships moremeaningful, alternative training plans, innovative hands-on programs, and well-meaning reforms will rest atop anunstable base.

As educators we always seek exceptional resultsand miraculous improvements, but we often wait forothers to change. We want students to come betterprepared, parents to be more involved, administrators tobe more supportive, and legislators to provide morefunding. Educators can work on all these areas, and weprobably should, but until we choose to develop andtransform ourselves, our goals for systemic change willremain unfulfilled.

The Winston-Salem/Forsyth County School Systemis an urban school district in the piedmont section ofNorth Carolina. The system’s minority population isapproximately 42 percent, with African American beingthe dominant minority.

The system recently finished the first year of a five-year National Science Foundation grant funded by the

ENCOURAGINGEquitable Enrollment

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minorminorminorminorminority parity parity parity parity participation in math and scienceticipation in math and scienceticipation in math and scienceticipation in math and scienceticipation in math and science



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Finstruction efforts—and how we can grow and developin these areas.

LEADERSHIP, GOVERNANCE,AND MANAGEMENT

The district superintendent, Donald L. Martin, Jr., is theprincipal investigator for the CPMSA grant. He has alignedthe goals of the project with the overall goals of thesystem and is committed to bridging the gap in academicachievement between white and minority students. Thiscommitment is evident in every agenda he sets dealingwith student performance—whether it is in the commu-nity, with his management team, or with the district’sschool board. As project director, I meet regularly withschool staffs to emphasize project goals and promotesystemic change.

Many of the major systemic interventions associ-ated with Project JUST were created at the school levelby teachers, counselors, and administrators. When theproject first began, I met with each school’s counselingand administrative staff. Meetings were also held with themath and science teachers within the school. Each schoolwas invited to create a local intervention that would drivesystemic changes. This effort has yielded some of ourmost impressive efforts:

■ A bridge course between Mineral Springs Elementaryand Mineral Springs Middle schools allows fifth-gradestudents and teachers to work with sixth-grade middleschool teachers in the middle school classrooms. Thisbridge occurs during the periods of intersession. (Min-eral Springs Elementary is on a year-round schedule.)



■ Walkertown Middle School trains its entire core teach-ing staff in a yearlong training initiative called Problem-Based Learning. This effort focuses on a partnership withthe Bowman Gray School of Medicine of Wake ForestUniversity.■ Parkland High School has created the Achievers Pro-gram, which allows students in biology and geometry toextend the time it takes for them to complete their coursework as long as they are making satisfactory progress.■ Glenn High School has developed a training effortaround effective communication. The local teacher asso-ciation representative and I lead a staff developmentinitiative designed to improve each teacher’s ability torelate to their students as exceptional learners.■ Reynolds High School has created the district’s firstcounselor-driven intervention. The counseling staff hasprovided special training sessions for parents, tutoringsessions for students, and evening classes in which com-munity leaders work with students and parents on effec-tive study skills, skills needed for the workplace, and thesteps necessary to enter careers related to math, science,and engineering.■ North Forsyth High School has created both a summerbridge program and an in-school mentoring program.The bridge program places 9th- and 10th-grade studentsin a two-week enrichment session. Students improvetheir process skills and visit local businesses and indus-tries where they are trained in the practical applicationsof the science and math concepts they are learning. Thementoring program is conducted by the Alpha Phi Alphafraternity. Mentors work with students during the schoolday and provide after-school tutoring and enrichmentopportunities. In addition, they monitor students’ atten-dance, course selection, grades, and attitudes.

The district is combining many of its federal andprivate funds behind the CPMSA systemic reform goalsand objectives. Eisenhower professional developmentfunds, Howard Hughes Foundation funds, and local fundssupport the school initiatives mentioned above alongwith curriculum innovations.

The district is also partnering, through sub-contractual arrangements and informed agreements, withother agencies, including Winston-Salem State Univer-sity, Wake Forest University, Bowman Gray School ofMedicine, the Alpha Phi Alpha Fraternity, the NorthCarolina Math and Science Educational Network, theNorth Carolina State Department of Public Instruction,the Winston-Salem Urban League, SciWorks Nature Mu-seum, and R. J. Reynolds Company.

A STANDARDS-BASED CURRICULUMThe national standards in science and mathematics arethe foundation for our standards-based curriculum. Teach-ers have worked through the summer to translate na-tional goals and objectives into local goals and objectives

that can be adopted and applied in actual teachingsituations. We are emphasizing assessment, the teachingand learning environment, technology, effective com-munication, and professional teacher development.

A major effort in the area of curriculum and instruc-tion focuses on problem-based learning. At its core,problem-based learning involves students in resolvingreal-world problems that require the acquisition, analy-sis, and interpretation of data and the use of problem-solving skills. This makes mathematics and science morerelevant and allows students to work in cooperativegroups and become investigators to solve problems.Students become the focus of the learning with theteacher guiding their inquiry.

The problems that students tackle (see exampleproblem below) are jointly developed by teams of districtmath and science teachers and faculty members from theBowman Gray School of Medicine. Topics exploredinclude forensic science, bacteriology, the mathematics

Family Vacation(A Problem-Based Learning Initiative)

Problem: Students pretend that they are just startinga new year of school and have been asked to write anessay about a memorable event or experience theyhad during the summer. Their task is to make up theending to an essay about an unforgettable campingtrip with friends from New York. On the campingtrip, a six-year-old girl gets very sick.

Rationale/Goal: Seventh- and eighth-grade studentswill use the scientific method to study the conceptsof risk exposure to chemical poisons, bacteria, orviruses; the effects of concentration of these agents(child versus adult); and strategies for quantitativeand qualitative analysis of data.

Case Presentation: Depending upon labs used, thiscan take up to four hours of class time, which isdivided into three phases. In Phase 1 students becomefamiliar with the setting of the camping trip and beginto imagine themselves having the experience. Thephase ends with students making initial hypothesesabout why a six-year-old girl gets sick. In Phase 2students explore alternative hypotheses for the girl’ssickness as her condition worsens. In Phase 3 stu-dents complete their assigned essay using their choiceof hypothesis and its associated facts, symptoms, andso on. As students conduct their investigations, theyconnect the child’s symptoms (nausea and head-ache) and the facts provided in the story (symptomsoccurring within three days of eating apples from theorchard) with organic phosphate poisoning. In addi-tion to satisfying their curiosity, they have also beenengaged in quality science directly related to stateand local curriculum objectives.



of community road design, geology, and human physiol-ogy. The problem-based learning concept is in its 10thyear as a parallel curriculum offering for first- and second-year medical students.

Surveys of students and teachers involved indicatethat problem-based learning is more effective than lec-tures, makes lab activities more relevant, and has every-one more excited about coming to class. Teachers reportthat this method provides an integrated approach thatimpacts self-esteem and student research skills.

FORMATIVE DATAAfter a year of operating, Project JUST has seen significantincreases in minority participation in upper level scienceand math classes. The data (Figure 1) indicate that we aremoving in the right direction. The 1993–94 data reflect ourbenchmark number. The 1995–96 data represent our firstyear of operation under the National Science Foundationgrant. Enrollment of minority students in upper-level mathand science courses is steadily increasing. The rapid rise inAlgebra I and Biology enrollments can be partially attrib-uted to a North Carolina requirement of Algebra I andBiology for high school graduation. Enrollment increasesin Geometry, Algebra II, Trigonometry/Pre-Calculus, Cal-culus, Physics, and Chemistry can be directly connected torecruiting initiatives.

In addition to increasing enrollment, we must alsoaddress the number of students who are successfullycompleting our courses. In 1995, 45 minority studentssuccessfully completed the science sequence of Biology,

Chemistry, and Physics. In 1996, 88 minority studentssuccessfully completed the science sequence. Thecompletion rate of minority students in Geometry andTrigonometry/Pre-Calculus has doubled during the sameperiod of time.

THE NEXT STEPSAlthough we are making progress, our work has justbegun. There are still too many students, especiallyminority students, who are not getting the benefit ofrigorous math and science classes. We still have upperlevel science and math classes with high failure rates. Aswe work to increase enrollment, we must make sure wedo not set students up for failure. We must encouragemore teachers to transform their classrooms, more par-ents to get actively involved in their child’s education, andmore community partners to align with school administratorsin a focused commitment to systemically change education.

Systemic reform is necessary for the growth andsurvival of public schools. It is a messy and difficult job withno short cuts. The key is to put resources where essentialchanges can take place. In Winston-Salem and across thenation we must look within ourselves and trust that everychild possesses the fundamental desire to be successful andmust believe that we can make a difference. ✧

Stan Hill is the coordinator of K–12 science and the NSFStan Hill is the coordinator of K–12 science and the NSFStan Hill is the coordinator of K–12 science and the NSFStan Hill is the coordinator of K–12 science and the NSFStan Hill is the coordinator of K–12 science and the NSF

Project Director in the Winston-Salem/Forsyth CountyProject Director in the Winston-Salem/Forsyth CountyProject Director in the Winston-Salem/Forsyth CountyProject Director in the Winston-Salem/Forsyth CountyProject Director in the Winston-Salem/Forsyth County

Schools, P.O. Box 2513, Winston-Salem, NC 27102-2513,Schools, P.O. Box 2513, Winston-Salem, NC 27102-2513,Schools, P.O. Box 2513, Winston-Salem, NC 27102-2513,Schools, P.O. Box 2513, Winston-Salem, NC 27102-2513,Schools, P.O. Box 2513, Winston-Salem, NC 27102-2513,

e-mail: [email protected]: [email protected]: [email protected]: [email protected]: [email protected].

FIGURE 1.

Enrollment data for Project JUST.

0

400

600

800

1000

1200

1400

1600

200

Algebra I Trigonometry/Pre-Calculus

GeometryAlgebra II ChemistryBiologyPhysicsCalculus

Num

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of s

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1993 to 1994 1994 to 1995 1995 to 1996 1996 to date

220

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1428 15

57

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571 62

5

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0 397

15 12 1435

40 31 85 102

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S C I ENCE L EARN ING FOR A L L Ce l eb ra t i ng Cu l t u ra l D i ve r s i t y 11


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