DOCUMENT RESUME ED 397 208 UD 031 089 AUTHOR Bates, Percy; And Others 'ITLE Science Education and Equity. INSTITUTION Michigan Univ., Ann Arbor. Program for Educational Opportunity. PUB DATE 94 NOTE 42p. AVAILABLE FROM Programs for Educational Opportunity, University of Michigan School of Education, Ann Arbor, MI 48109-1259. PUB TYPE Collected Works Reports Serials (022) Evaluative/Feasibility (142) JOURNAL CIT Equity Coalition for Race, Gender, and National Origin; v3 n2 Fall 1993-Spring 1994 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Access to Education; American Indians; Blacks; Educational Improvement; Elementary Secondary Education; *Equal Education; Females; Financial Support; *Minority Groups; Racial Differences; *Science Education; Science Instruction; Sciences; *Student Interests IDENTIFIERS Language Minorities ABSTRACT This double issue of "Equity Coalition" deals with issues related to the need for inclusive science training and encouraging the interest of women and minorities groups in science. The following articles are included: (1) "Say Yes to Science" (Percy Bates); (2) "Science and Equity: Why This Issue Is Important" (Eleanor Linn); (3) "Race Equity and Science Education: An Interview with Charles Payne" (Elizabeth M. Mimms); (4) "Gender and Science: A Review of the Research Literature" (Mary Antony); (5) "Making Science Learning Meaningful for Language Minority Students" (Norma Barquet); (6) "Families and Science" (Judith L. Greenbaum); (7) "Model Science Equity Programs" (Marta Larson); (8) "The Checklist: How Equitable is Your Science Education Program?" (Martha A. Adler) ; (9) "Twelve Answers to the Question 'What Can I Do in My Science Program?'" (Tasha Lebow); (10) "Africans' Contributions to Science: A Culture of Excellence" (Salome Gebre-Egziabher) ; (11) "Looking at Science Holistically: The North American Indian Perspective" (Iva A. Smith); (12) "Funding for Equity in Science Education" (Ted Wilson); and (13) "Recommended Resources on Science Education and Equity" (annotated list of 36 resources). References follow the articles. (Contains one figure.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** co c, Equity Coalition for Race, Gender, and National Origin Double Issue: Fall 1993-Spring 1994 Science Education and Equity PERMISSION TO REPRODUCE AND EDUCATION U.S. DEPARTMENT OF DISSEMINATE THIS MATERIAL IMO Impiovement Office o EduCatiOnal Rey *IVO HAS BEEN GRANTED BY INFORMATION EDUCATIONAL RESOURCES Percy 64/S CENTER IERICI been reproduced as O ThIll PC:C.111111M PAIS organization waived horn the person of (2,6q, Nigoriginating it made to improve Minor changes hare been reproduction chichi), TO THE EDUCATIONAL RESOURCES in thiSclOCu Points Of view Ot opinionSSIated represent official INFORMATION CENTER (ERIC) ment do not necessarily OERI position or pOhcy 3E31 COPY AVAILABLE A s ' t ps te, k A k k 17r Race, Gender, and National Origin Science Education and Equity Double Issue: Fall 1993 - Spring 1994 Say Yes to Science by Percy Bates, Director FOR TOO LONG the field of science has seemed to be reserved only for the "bright," the "smart," the elite in WAtjui.j our schools. Although science is viewed as a positive force among us, ihe image of becoming a scientist has not been readily internalized by women and minorities. How were these perceptions formed, and how can we go about changing our image of who can hecome a scientist? We I explore these questions in this issue of Equity Coalition. ir4M1110161111, We can no longer afford to deny a sizable portion of our population access to scientific knowledge, Photo counesy of Korlakce (IL) Sch001 DUITICI MI 1 1 thought, and training. As a nation striving for equity in ence training to be inclusive rather than exclusive. The so many ways, we can not continue to move forward as a American work force is surely changing and "Browning," world leader while shutting off valuable resources in the and, as repeatedly stated, by the year 2000 women and area of science. Selectively categorizing our school age minorities will he a majority of our new workers. Will they populations on the basis of rke, gender and national ori- he trained in the science and technology of the 21st ten- gin as somehow ineligible for a scientific education will tury? only hamper our growth as a nation and undermine our Science education ha not been made position among world leaders. One has only to look to equally accessible to all groups of students in our schools. recent advances by other nations to understand the ur- Even where there has been sonic success in increasing the gency for us to become all inclusive as far as science train- involvement of women and minorities in science courses ing in our schools is concerned. It would seem fair to say and activities, this involvement has been minimal. The that this recent growth hy other nations is due in part to disparity between boys and girls in their involvement in their science training for all students, majority and minor- math and science continues. Evidence from the National ity, male and female alike. Center For Education Statistics (June, 1992a) shows that We can not overemphasize the need for sci- Continued on page 29 Programs for Educational Opportunity University of Michigan School of Education Volume Ill, Number 2, Fall 1993 - Spring 1994 3 Science Education and Equity Who Are We? Say Yes to Science 1 P ROGRAMS FOR EDUCATIONAL OPPORTUNITY by Percy Bates is one of 10 regional Desegregation Assistance Cen- Science and Equity: Why This Issue Is Important 3 ters funded by the United States Department of Education try Eleanor Linn under Title IV of the 1964 Civil Rights Act. Housed at Race Equity and Science: A Talk with Charles Payne 5 the University of Michigan School of Education in Ann by Elizabeth M. Mimms Arbor, we offer technical assistance regarding race, gender and national origin equity to public schools in Illinois, Science and Gender: A Review of the Research 10 Indiana, Michigan, Minnesota, Ohio, and Wisconsin. by Mary Antony In these six Great Lakes states 3,266 school Language Minority Students and Science Learning 13 districts enroll over 8 million children, 1.6 million of by Norma Barquet whom belong to racial or ethnic groups which often expe- Families and Science 17 rience discrimination. African Americans are the largest by Judith L. Greenbaum group (70%), Hispanics the next largest (19%), followed Model Science Equity Programs 18 by Asian Americans (8%), and American Indians (3%). by Marta Larson Half a million children in our region live in 20 The Checklist: YoJr Science Education Program families for whom English is ilot eile primary language, and one-third of these sti dents have limited proficiency by Martha A. Adler in English. Spanish is by far the largest language group, What Can I Do in My Science Program? 25 with many speakers of An.bic, Cambodian, Chaldean, by Tasha Lebow German-Amish, Hindi, Hmong, Hmong-Lao, Japanese, 30 Africans' Contributions to Science Korean, Polish, Urdu, and V:etnamese. by Salome Gebre-Egziabher Of the 8 million public school students in The North American Indian Perspective 32 our region, 3.9 million are female, the largest population by Iva A. Smith facing discrimination. Despite problems such as sexual dcipation gap in science, mathemat- harassment and a Funding for Equity in Science Education 36 ics and athletic, females are nearly invisible in many by Ted Wilson equal education plans. 38 Recommended Resources for Science Education Young women and men of all races, language bY Eleanor Linn and Ted Wilson backgrounds, and cultures should learn together from a diverse teaching staff, participati.. in all activities, and feel Equity Coalition for Race, Gender, and National Origin, welcome in their school. To this end we: ISSN 1054-0091, is published by Programs for Educational Opportth Provide technical expertise and training to educators nity, a Desegregation A.;sistance Center at the University of Michi- who are desegregating local school programs along the gan School of Education funded by the U.S. Dept. of Educatioa. Opinions expressed are those of the authors and do not necessaily lines of race, gender, and national origin, reflect the policies ,,f the fonder. Develop and distribute materials that foster greater un- Dr. Percy Bates; Edaor-m-Chief: Eleanor Linn; Managing Director derstanding of equity-related issues in education, and Editor: Ted Wilson; Art Editor: Tasha Lelsow; Ediurrial I3oard for this issue. Norma Barquet, Bob Croninger, and Tashi Lebow. Collaborate with state officials and other service provid- Copyright í, 1995 by the Regents of the University of Michigan ers to promote educational policies and practices that Ri:,ents of the University: Deane Baker, Paul W. Brown, Shirky McFee, support the spirit and intent of federal civil rights law. Neal D. Nielsen, Philir f I. Power, veronica Latta Smith, Nellie M. Vans. T. To learn more about our services, please write or call: .11111es 1,. WaterS, & James J. Duderstadr (ex officio) Percy Bates, Director The Unix ersitv of Michigan..4,11,Ctill.il orpouunitOatfirin.aste xi iii enwl,et...Inrht ti .1111 .111.11rIn.thie I,Ict.t1 And tun, LIU, tegal.ling wn..11,tinnn.aton and Mnttn.a i, IN I Programs for Educa!ional Opportunity nolS,t4.-Ithr lich.drlican.m 'iii M ninon twrotnined i. I r,ho .4 non..1,...nminAmn...n,1 1,1; I The L'n.cer.tn 1005 School of Education oric. ree.irdle, r.lte. Wx. otor. akin.11..n,rttnittc tot t .marit.IN3m...exki.doculumwn.dislhlits in VIrl man era .4.1in cneicipl.sinrccc, 411kt University of Michigan in., du .1 rh v.un. Inquine, at II, int Ix. a 'iii,, 1., s,4 i f, Ann Arbor, Michigan 48109-1259 , ; chiulcd ,5 Till' Nato, '1[111 6,11 4`10 11.1n11 70 ;,91 t iii :47 Phone: 3H-763-QQ l 0; FAX: 313 76 1-2 l 37 I Equity Coalition, Fall 1993 - Spring 1994 Programs for Educational Opportunity 4 3 Science and Equity: Why This Issue Is Important by Eleanor Linn, Associate Director far Gender Equity CLOSE YOUR EYES and imagine a scientist. Then ticipation data (figure 1) and see how few white women open your eyes and read on. and People of Color are employed in science related job If you're already an equity advocate, and categories. Preparation for a career in science can he an you're actively involved in working to increase the partici- excellent way for students to becime successful wage earn- pation of women and under-represented minorities in sci- ers. 2. Scientific thinking is critical thinking. When science ence, you probably imagined a woman or a minority man engaged in the scientific activity that you like best. But is taught through an inquiry method, students learn to it's much more likely that, just like thousands of other think independently. They learn to observe, describe, ana- people who have taken this simple projective test, you lyze, and predict events in the world around them. They imagined a white man in a lab coat with a smoking test- learn processes for problem-solving that can be used in tube in his hand. He probably wore glasses, had uncombed many aspects of their lives. They ga..ri confidence in them- hair and a ghoulish gro. At his most benign, he looked selves as learners and thinkers, rat'ier than as memorizers like an aging Albert Einstein. But be honest, didn't he of received knowledge. The low academic self-esteem that look more than a hint like Dr. Frankenstein or the "mad stems from an unchallenging, rote curriculum is a major scientist" in some science fiction movie? contributor to the lack of academic success of young To Dr. Jane Butler Kahle, who developed the women and minority students. Inquiry method science Draw-a-Scientist test, the problem of equity and science can enhance students' self-esteem and make them better thinkers. lies right here in our pre-conceived noti ins of what is sci- ence and who is a scientist. If we do not expand our notion John Dewey (1915) saw problem-solving sci- of the legitimacy of many kinds of work as real science, ence as a way of teaching rational decision-making, a skill and if we do not expand our image of people who are sci- entists to all of humanity, we will continue to marginalize Who's Moat Likely to Become a Scientist or Enaineer? many potential scientists and lose a great deal of fine sci- entific work. (Kahle, 1990). Then why is it so important for us to pro- 2.7 mote science for women and under-represented People of Color? Because scientific thinking and specific skills in science are crucial for our children's success and for the future of our society. Equity in science education is both African American White Females Americans Hispanics an issue of fairness and an issue of national self-interest. In Indians addition to these reasons, other parts of this publication 0.113 will show you how eminently achievable it is. What's more, the time is right for you to take action now. Three Important Reasons 1. Scientific jobs pay wages that are almost 50"k higher The numbers compare each group's representation among engi- than those of non-scientific jobs that require the same neers and scientists in the workforce with its representation in the number of years of ed ucation. Compare the salarieli of adult population as a whole. For example, there are nearly three two high school graduates, say an electrician and a typist; times (2.7) as many white male engineers and scientists and only or two college graduates, such as an engineer and a about one-quarter (.23) as miuly white female engineers and sc teacher; or even two doctoral degree holders like a veteri- tists in the workforce as expected given each group's representation narian and a historian. You'll readily see how inuch more in the adult population. money scientists earn. Then look at the labor force par- Source: National Research Ciiunc il, Wash Mgt on, 1).C. Programs for Educational Opportunity Equity Coalition, Fall 199 3 - Spring 1994 4 tinker and enjoy a wide variety of science related toys and needed by citizens of a participatory democracy. Marilyn equipment (McIntosh, 1988). Frankenstein (1992) pushes the advantages of scientific understanding even further. Science, she says, is liberating A New Agenda for students, for it is a way to give them the skills to criti- In recent years, public policy and funding in science has cally analyze society and the energy to act upon their con- been moving from a notion of scarce resource distribution victions. to a more compensatory model. In times past, science 3. Our economy needs highly-skilled technical workers. funds were spent primarily on the identification and edu- Industry no longer needs abundant numbers of unskilled cation of only those students who were considered most laborers. Instead it needs people who can learn complex likely to succeed. Unlike reading and language programs, new skills quickly and easily. The traditional pool of which for generations have acknowledged the need for middle-class white males is simply not large enough to fill basic literacy, and home and community-based interven- these needs, so for the first time in history, corporations, tions, public and private science improvement programs scientific organizations, and government regulatory agen- have, until recently, focused on teaching to the few, as- cies are calling for increased equity in science education suming that other children either could not, or did not and the recruitment of nontraditional scientists. Morality need to understand science. New guidelines in federal and and fairness are only part of their concern. National secu- state programs, corporate and foundation initiatives show rity and American economic prosperity are their chief fo- an increased interest in scientific literacy, and an empha- cus (Task Force on Women, Minorities and the Handi- sis on compensatory programs for under-served and under- capped in Science, NSF 1989). represented populations. How Fair Are We? In keeping with these changes, th National Even though official policies state that science education is open to everyone, a closer look reveals that girls and Enrollment in high school science minority students have far fewer opportunities to lean science. Student enrollment in high school science classes classes differs significantly by race, differs significantly by race, gender, ethnicity and socio- gender, and ethnicity. economic status. Girls and minority students are particu- larly less likely to be in chemistry and physics courses. They are less likely to be encouraged to take science Science Teachers Association and the National Science courses, even if their achievement test scores and grades Foundation have developed a new secondary school sci- are equal to those of white boys. They are less likely to be ence curriculum template entitled The Content Core. Plans involved in science clubs and extracurricular activities for new national and state-wide student assessment in sci- and less likely to have toys and out-of-school experiences ence are also changing how science is taukht in elemen- that help foster their interest and skills in science (Weiss tary and secondary schools. The new programs put more 1978, Kahle 1985, Kelly 1987). Students from poor fami- emphasis on integrated science, thc process of learning to lies are also more likely to be in schools with limited re- do science, hands-on student experiences, and the rela- sources, or in tracks that provide them with fewer hands- tionship of school science to careers and problem-solving on science experiences. to help humanity. But these programs may be imple- At the same time, girls, minority boys, poor mented without concern for equity, unless equity advo- children, and children with disabilities are more depen- cates persuade science curriculum developers at the na- dent on school to provide them with a myriad of unac- tional, state, and local level to include such well-proven knowledged privileges that many affluent white boys re- educational equity elements as cooperative learning, cul- ceive from the culture at large: images of people like turally relevant multilingual activities, career role models themselves doing science; close personal contact with frimds, rdatives and neighbors who work in scientific who come from students' own communities, and science related parent outreach activities. The time is ripe for eq- field; tfiportunities to see people like themselves engaged in scientific pursuits; discussion about th- process of doing uity advocates to move in science education. science and the courses needed to become a scientist; help Many educators will remember that previous waves of science education reform, especially the one after with scientific projects; strategies for overcoming specific the Soviet launching of Sputnik, also called for a hands- difficulties in coursework and career choices; and time to Equity Coalition, Fall 1993 - Spring 1994 Programs for Educational Opportunity on inquiry approach to science. Those References recommendations American Association for the Advancement of Science. were never universally adopted, in part because they were 1990. Science for All Americans: Report from Phase I of Project 2061. never connected to issues of fairness or to the employment New York: Oxford University Press. problems of our post-industrial economy. They were also Schools of Tomorrow. New York: Dutton,. Dewey, John. 1915. considered too expensive in terms of staff development, Frankenstein, Marilyn. 1992. "Critical Mathematics Education: student contact hours, and classroom equipment, and An Application of Paulo Freire's Epistemology,- :n What hence only reached the most privileged groups of children. Schools Can Do: Critical Pedagogy and Practice Kathleen . Weiler and Candace Mitchell, Eds., Albany: SUNY Press. But culturally relevant, hands-on, inquiry A Kahle, Jane. 1985. Women in Science: Report from the Field. method science is a necessity for all our students today, if London: Falmer Press. we truly want them to become productive workers and McIntosh, Peggy. 1988. "White Privilege and Male Privilege: A informed citizens. i.nd since poor, minority, and female Personal Account of Coming to See Correspo-idence through children have more limited access to and less success in Work in Women's Studies," Working Paper No. 189. Wellesley, MA: Center for Research on Women. existing hands-on science programs, we must provide National Science Teachers Association. 1992. The Content Core: them with a science education that includes not only A Guide Designers. Washington, DC: NSTA. for Curriculum hands-on experimentation and challenging thinking Task Force on Women, Minorities and the Handicapped in Sci- skills, but that also provides them with significant contact ence and Technology. 1989. Changing America: The New with culturally appropriate role models, career informa- Face of Science and Engineering. Washington DC: [NSF]. tion, awareness of their own and other people's attitudes Kahle, Jane Butler. 1985. "Real Students Take Chemistry and Physics: Gender Issues," in Windows into Science Classrooms. about science and scientists, and a broadened definition of Kenneth Tobin, Jane Butler Kahle, and Barry J. Fraser, Eds. what constitutes legitimate scientific endeavors. Add to London: Falmer Press. that long-term encouragement and we will have devel- Weiss, Iris R.; Place, Carol; and Larry Conaway. 1978. The Vis- oped a more equitable approach to educating all our chil- iting Women Scientists Pilot Program. Durham, NC: Center for dren in science. Educational Research and Evaluation. Race Equity and Science Education An Interview with Charles Payne bY Elizabeth M. Minims, Field Service Specialist CRARLES PAYNE has been Director of the Multicultural Program for Secondary Teachers at Ball State University, Muncie, In- diana, for the last twenty years. He also heads a dissemination site for EQUALS and is a certi- fied trainer in FAMiLY MATH and FAMILY SCh:NCE. His previous positions include be- ing a math and science teacher at George Washington Carver High School in Hollow Springs, Mississippi, and a professor of Chemis- at Mississippi Valley State College. Dr. try Payne holds a bachelor's degree in chemistry front Rust College , a master's degree in science education from Tuskegee Institute, and a doe- tonue in science educatum fn on 'niversity the L . He is an active cimsultant to schiml (if districts, universities, and cmnmunity groups on Dr. Charles Payne, Ball State University multicultural education . Programs tOr Educational Opportunity Equity Coalition, 1993 - Spring 1994 Fall but for me, they are really different. If you don't separate EM: Dr. Payne, what led to your initial interest in those concepts then you have a faulty perception of what equity and science education? you're doing [in the classroom]. CP: It was the combination of having a love for science EM: Are there some unique needs that African Ameri- and, yet, seeing the interaction between science and can students have with regard to science education that people of different cultures. The 60's, when I was in a teacher should be concerned about? school, was the era of Black history. Multicultural educa- tion was a term that was beginning to come out as I was CP: Well I don't know if it's unique or not, but, from graduating. And I almost instantly saw a difference be- what I hear in schools and from what I see, it seems that a tween ethnic studies and multicultural education. lot of Black kids were made afraid of science because they If you're talking history, you're talking heard t was something that was supposed to he hard. So a largely about the contributions of a peopletheir experi- lot of kids are afraid of it. which is important. But when you talk of cul- ences I remember that I was told, when I was in ture, you're talking about, "What have a people learned as college and high school, that science was abstract and that a result of their history?" And that, then, is what becomes as Blacks we couldn't think abstractly. We had to think important in the classroom. concretely. And I think that's one of the messages that As I began to work with Black kids, rural we have learned from our experiences. Black kids, I had to change a lot of my strategieswhat I Then, too, one of the excuses I hear a lor had been taught at Rust to teach. And I had to change a I think that from kids is that "science is for white people." I had to change the content not 'change the lot of it. is very self-defeating. concepts, but the content. I changed the content to be In terms of their ability to do science, many farm related. So I had to relate the chemistry and the of the kids are very capable. But if the confidence is not physics I was teaching to farming, to electricity on the When you talk of culture, your're farm, to fertilizer and the like. So to me it became kind of fascinating, how talking about, "What have a people I could take what was in the community, bring it into the learned as a result of their history?" classroom, and make it make sense Ito these rural Black kids]. And I became fascinated with that idea. Then, there, and if there isn't a value that tells you that this is when multicultural education came out, I said "That's it! I think that we important to you, then YOU don't learn. That is what I was talking about. That IS what I was try- primarily learn those things that we consider to be of ing to do." value. .And it's culture that telk us what's of value to us. Now in the twenty years I have been here at Ball State, the national perception of multi-cultural edu- EM: So. given the ability, how do you help African cation has probably changed. I believe that, when the American students to have the confidence and interest? term multicultural education came out, people were really CP: Now, this is is where we go back to the content that using it synonymously with ethnic studies. Now, as I read you teach. When teaching science to Black kids in this I see people are get- the literature, I do see an evolution. day and time, it's important for them to know that Blacks ting closer and closer to the idea of culture as opposed to have made significant contributions to the field of science, skin coliir. and that they read the biographies of people who have If you look at race as skin color, then you are done this. And in particular, that they learn about the not looking at behavior. You are not looking at what the persistence and the pursuit and the love of knowledge that kid has learned, what the kid has been taught. Yeu are these people had to have in order to be able to do it. only looking at the skin color. Secondly you don't see the And then the learning style of the African differences within groups. For instance, African Amen- Amei ican kid aas to be considered, too. As is true for sev- cans are a very diverse people. If you only look at skin eral other grinips, African American kids seem to be more color, you won't pick that up and vim get very frustrated global learners than analytical learners. GI( ibal learners when they don't fit that one model that ,ou have. tend it) see t he bigger picture but not the details; they see So teachers have to be LINt inguish the set. But science requires an analytical appomach to it, between what you mean by culture and ethnicity and race. you need to see the subset within the set. Therehire the Those three terms mean the same thing for I lig at ',cork, Equity ( :nalition, Fall 1993 - Spring Pn)grams tor Educat ional Opportunity _7_ African American kid who is really interested and really where you take the two bottles and you blow between wants to do it, first of all has to be told that, "Hey! Here's them? Most people think that those bottles are going to the style you're going to need and here is how I am going fly apart, but in fact, they come together. That fascinates to help you get there." You can teach, people how to be- them. Then you show them why it works like that. Then come analytical, but first of all they have to be [made] you say, "When you stop at a train track, when you wait in aware [of their own thinking stylesl,. your car for a train to go by, you'd better be careful how close you get, because exactly the same thing will hap- EM: How do you make students aware of their thinking pen!" A physicist would say the air behind you pushes you styles? in because the air between you and the train is exerting CP: By dialogue with them. Showing them, "Hey! Look! less force than the air behind you. Did you see you left this whole piece of information out? EM: How do you make sure that students have the Here's what you are going to have to do." As an example, qualifications they need for upper level science as they take helping them to distinguish between mass and go through elementary school and get into middle and weight. People use them interchangeably; they think of high school? those as the same. But they really are not similar con- cepts; they are very different. The global learner won't CP: This then goes back to the elementary curriculum separate them. So you have to have a series of experi- and being sure that it is done right. Again, I think educa- ences that really causes them to focus on the difference tors will have to get off of this notion that only certain between mass and weight. people can understand science. Because, if they start put- ting kids in talented and gifted programs at first or second EM: How do you get them interested in science? grade, teaching them the concepts and leaving the major- CP: As educators we have to believe that the only ity of the kids out, then it's no wonder we don't have any way you can be a free person is to understand the physical en- more kids in science than what we do. So I think it has to vironment. And therefore we have to teach science from begin at that level. a perspective of how this helps you to become a free per- I would say, if we're really going to begin to son, in terms of safety, in terms of your health, making prepare African American kids as well as other kids, I moneyin terms of any number of different things that think kindergarten teachers need to understand science directly relate to your lifeand that science is not just for fundamentals. This is where I think they either get turned people who see it as a career. off or turned on. I'm talking kindergarten, first grade, sec- I think some humor can be helpful, too. For ond grade. Because, before they start getting to the fourth instance many scientists that we study, particularly the or fifth grade they begin to develop the attitude of either, earlier ones, weren't in science for the science. They were "I like science" or, "I don't like science." in it to make money. I think we need to explain that kind EM: What can districts do to make sure they get teach- of humorously. They knew that if they vere going to ers who have the science background and sebsitivity to make money, they had to understand science. minorities? EM: What are some optimum teaching strategies for CP: They almost have to depend on the University. So African Americans? looking at transcripts is one thing they can do, though CP: I'd say a teaching strategy that has emotion built into that is no guarantee. Then look at their track record. it, that has some kinesthetics built into it, and some ex- Maybe you need a portfolio from them. In the interview citement. And I'm thinking of elementary level a!! the you need to ask them how they feel about science. Or you way through (K-12). Now at the college level, as people need the teacher to give you a demonstration lesson in get older, they can entertain a different style. But at the which you have t hem talk about science. junior high level, it seems to me that African American Then, too, districts need good science super- kids find appeal in emotion and in things that are kind of visors. I don't mean a supervisor who is trying to supervise exciting, particularly if it's clever. They love a clever idea, a hundred and fifty to two hundred teachets, either! My and 1 don't mean trickery or simple mindedness. experience is that if the science supervisor is secondary , This need to have a lot of clever things that's where his or her attention needs to go. So maybe around can get you back to understanding nature. For ex- you need an elementary science supervisor and a wcond- ample, have you seen the FAMILY SCIENCE activity ary science supervisor. Progratns for Educational Opportunity Equity Coalition, Fall 1993 - Spring 1994 think it's to make the van shiny. That just happens. It's EM: Could you speak to the classroom t....acher who is really protecting the paint from the grit, sand, salt, sun under'pressure to close the gap in achievement in his or and all of that." So I think it's explaining to kids why you her science ckissroom? do what you doand a lot of that is science. CP: I can answer that in a couple of different ways. One EM: How can counselors be involved here? How can is if you're dealing with an attitude problem. In other they help, especially at the middle school level? words if the kids' culture has taught them that this is something they can't understand, this is something that is CP: 1 think counselors primarily do what the school sets not important to them, that gap will probably be closed only up for them to do. If the science teachers are saying of really over a period of yearsunless you have some way certain kids can come in their classes and can understand getting to the kids and convincing them that this is not science, .,en there is not much counselors can do with true. So you may have to do a lot more affectiv: teaching that. But in the instances where counselors know that than content teaching. And that's probably v. here I kids are just purposely avoiding a course, they can encour- would start if it was an attitude problem. age them to go in, maybe even work with the teachers. Then, also, teachers need to know, "What i; just can't be one This has to he a total school effort. standardized tests are my kids going to have to take?" Sec- little division. Because as a counselor, I may put you ondly, they need to know "What concepts are being tested down in Algebra 1, but if the Algebra I teacher sees you as they on that standardized test?" Now, I am not saying So there a loser, then you won't he down there very long. need to know the items. For instance, if they're going to has to he some relationship between the counselors and have to balance equations, then I think the teacher needs the teachers. But I also think guidance counselors can to know that it's expected that they're going to balance make kids aware of careers, of what is nteded in those ca- equations. If they're going to have to do problems in cal- would say, reers. For instance, there are a lot of kid:, who culating molarity or density, I think the teacher needs to "I want to be a medical doctor" or "I want to he an engi- know that. Because there are so many things that stu- neer," but they have no idea what it takes to get there. I dents can be tested on that you may not have taught. You think a lot of parents need to become aware of the fact could still have taught a good course, but your kids weren't that many of the decisions you make around the sixth tested on what you taught. So it makes you look bad and grade will affect you for the rest of your life! And I'm not it makes the kids look bad. So 1 think teachers need to be so sure how many parents realize that. In particular, in aware of the concepts. Now some people accuse me of juniar high, when you start going in different directions, I am not saying that at all. saying, "Teach to the test." I you need to be careful about what direction you choose. am saying, "Somebody has said that these concepts are im- And, I would say, as I have tried to do for my own kids, I am not say- portant. You need to know what they are." whether you want to go into natural science or not, I want I will be the first to say, "No, you ing teach the items. you to follow the math curriculum because that becomes don't teach them the items." But you certainly teach the basis for everything else you do. As I was telling my them the concepts. Otherwise it becomes a crap shoot! daughter last night, "I want you to have the options you Because I may want to teach this. you may %vant to teach I don't want your options limited because you choose. that, and somebody somewhere else who is writing the test didn't take the right courses." says, "But you should have taught this!". EM: You do consulting in this area of science educa- EM: If you were to speak to parents about their tion and equity. What kind of requests do you get? children's future in science, what would you advise CP: A lot of what I do is with EQUALS and FAMILY them to do? MATH and FAMILY SCIENCE. I don't get a lot of re- CP: Parents necd to show an appreciation and a love for I also get requests for how to quests for just pure science. ienc.e. They don't have to be scientists to do that. They infuse multi-cultural education into science and across the need to encourage tb:ir chikken in areas of sciencetake curriculum. What you run into is that science teachers, them to museums, talk to them about things that they for whatever reasons, seem to he so content specific that it know about science. My son wanted to know why I was is difficult to get them to ,ee the cultural dimensions. I I explained to him, "Well, It's a new out waxing the van. guess I am stereotyping and I realize t hat. St.ience teach- van. So I'm waxing it." He said, "It it is new, why are ers, particularly physicists, tend to be left brained and ev- I explained to him what wax was and you waxing it!" erything is just very sequential. what it was supposed to do for the van: "Some people Equity Coalithm, Fall 1993 - Spring 1994 Programs for Educational Opportunity in