Multicultural Education Goals



Becoming Culturally Responsive Science Teachers

Culturally responsive teaching is based on the idea that culture is central to student learning. Several cultures intersect in the classroom: the students’ and teachers multiple cultures, the culture of science, and the culture of school. Tied to these cultures are ways of thinking that are important for learning both in and outside of school. For educators the challenge is explaining mainstream culture while recognizing, respecting, and using students' identities and backgrounds as meaningful sources for creating optimal learning environments (Nieto, 2000; The Education Alliance, 2004).

Today we will discuss how to apply some of what you are learning in your multicultural education course to our science teaching. For example Banks’ theory of multicultural education can help us better understand how to become culturally responsive teachers and help us be accountable to each of our students.

The goal is to be purposeful about becoming culturally responsive science teachers. ‘Culturally Responsive Teaching’ is not a generic approach. It is responsive to a particular group of students in a particular setting. Simple fixes like, ‘working in collaborative groups,’ do not exist. Teachers need to come to understand themselves and their students as cultural, racial, individual people. When teachers say, ‘I have 150 students, I cannot do that,’ the outcome is teaching to students who are just like the teacher.

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Two frameworks for developing & evaluating your lessons and unit plans

Choose one of these frameworks or develop your own combination of the 2 and use them as you develop your lessons- not as an afterthought. Each lesson does not have to address all dimensions but a unit plan should. For each lesson outline the dimensions it does and does not address. Frameworks are effective ways to organize strategies- this way you only have 4 or 5 things to think about not a laundry list of items to use as you develop your lessons. Frameworks are like coat hangers- a place to “hang” a bunch of related ideas.

1. 4 dimensions of CRMST

2. 5 dimensions of Banks’ Theory of Multicultural Education

Framework 1: Culturally Responsive Math and Science Teaching

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Recognizing our own and others’ worlds

The first step in becoming a culturally responsive teacher is to develop an understanding of your own culture and your students’ cultures. To understand our own worlds we need to reflect on our own home and community values and beliefs and consider the ways in which these worlds were congruent with school. By spending time within your students’ communities, and engaging in your students’ activities, you can develop a broader awareness and knowledge of students’ cultures, values, interests, and beliefs. This includes doing interviews with students and families. You want to develop your cultural competence so that you can intuit and respond more naturally to your students’ perspectives and root the lessons and units you design in their non-school worlds.

Developing relationships and forming an inclusive community

There are 3 types of relationships to think about: Teacher-Student, Teacher-Parent, and Student-Student interactions. Teachers need to come to know their students (and their families) both personally and academically. The classroom environment, language, pictures, content, and adults in the room should give students opportunities to see themselves (their races, cultures, and interests) in the curriculum. Hanging up posters of ethnically diverse people in math and science or making reference to other ethnic cultures in story problems is not enough to make each student feel included. Think about how a teacher can reverse responsibility and have each student (or parent) be an authority on something. In terms of student-student interactions, teachers need to help engineer situations so that all students’ ideas are considered in small group discussions; particular attention needs to be given to status differences among students. Explicitly talk about how you and your students are creating a community of learners.

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Providing access to the culture of math, science, and school through curriculum and instruction

The curriculum included in math and science generally reflects dominant culture beliefs and values (i.e. math and science knowledge reflects a western perspective that is a positivist world view, an objective representation of how the world works, authoritative, competitive, de-contextualized, rational, mechanistic and reduced into parts). Many students do not value math and science in ways that dominant culture does. Curriculum needs to connect to students’ lives to make it authentically meaningful and purposeful for students. Further, instructional methods similarly reflect dominant culture language and interactional patterns. Teachers need to both explicitly teach how the western culture perspective is intertwined with math and science and shift curriculum and classroom communication to include students’ views and communication patterns.

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Critiquing, challenging, and changing the culture of mathematics and science

While teachers work to help students enter an existing culture of math and science, work needs to be done to shift what counts as mathematics and science. The myth of ‘science and math as truth’ needs to be challenged to be considered ‘a way of knowing.’ Students need to be able to critique math and science based on this western way of knowing and know that their ways of knowing could change how math and science are done if they continue on in these fields. Social justice is a goal; meaning that all students become mathematically and scientifically literate, become empowered to make decisions in their own lives and that that students learn about inequities in society through math and science.

Framework 2: Banks’ Dimensions of Multicultural Education

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1. Content integration deals with the extent to which teachers use examples and content from a variety of cultures and groups to illustrate key concepts, generalizations, and issues within their subject areas or disciplines.

2. The knowledge construction process describes how teachers help students to understand, investigate, and determine how the biases, frames of reference, and perspectives within a discipline influence the ways in which knowledge is constructed within it (Banks, 1996). Students also learn how to build knowledge themselves in this dimension.

3. Prejudice reduction describes lessons and activities used by teachers to help students to develop positive attitudes toward different racial, ethnic, and cultural groups. Research indicates that children come to school with many negative attitudes toward and misconceptions about different racial and ethnic groups (Phinney & Rotheram, 1987). Research also indicates that lessons, units, and teaching materials that include content about different racial and ethnic groups can help students to develop more positive intergroup attitudes if certain conditions exist in the teaching situation (Banks, 1995b). These conditions include positive images of the ethnic groups in the materials and the use of multiethnic materials in a consistent and sequential way.

4. An equity pedagogy exists when teachers modify their teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, and social-class groups (Banks & Banks, 1995). Research indicates that the academic achievement of African American and Mexican American students is increased when cooperative teaching activities and strategies, rather than competitive ones, are used in instruction (Aronson & Gonzalez, 1988). Cooperative learning activities also help all students, including middle-class White students, to develop more positive racial attitudes. However, to attain these positive outcomes, cooperative learning activities must have several important characteristics (Allport, 1954). The students from different racial and ethnic groups must feel that they have equal status in intergroup interactions, teachers and administrators must value and support cross-racial interactions, and students from different racial groups must work together in teams to pursue common goals.

5. An empowering school culture and social structure is created when the culture and organization of the school are transformed in ways that enable students from diverse racial, ethnic, and gender groups to experience equality and equal status. The implementation of this dimension requires that the total environment of the school be reformed, including the attitudes, beliefs, and action of teachers and administrators, the curriculum and course of study, assessment and testing procedures, and the styles and strategies used by teachers.

The purpose of multicultural education

Excerpt from Banks, 1995. Handbook of research on multicultural education. New York: Macmillan.

Multicultural education promotes critical analyses of our society and its institutions. Students develop critical thinking skills in schools and classrooms where they are free to ask questions and examine course content, the media, popular culture and themselves for biases. The defining characteristic of a multicultural school is not the demographic makeup of the student body, but the willingness to ask, "Who's voice is not being heard? Why wasn't it included?" and, "How can this be changed?"

One of the goals of multicultural education is to acknowledge the experiences and perspectives of oppressed groups that are commonly excluded from mainstream academia (eg. racial, ethnic, class, gender, etc.). To accomplish this, the traditional Western canon used in shaping the curriculum must be reformulated and transformed to teach "a more truthful, complex and diverse version of the West" in schools. (Banks, 1994, p. 4) Rather than excluding traditional Western perspectives and accomplishments, multicultural education seeks to incorporate those of people of color and women into the canon. It celebrates the pluralism of our society while helping students to understand the common traditions and heritage that unite us.

Within multicultural education, the organization and practices of a school recognize and accommodate all students and families. Teaching methods are altered according to the learning styles of students. Language differences are respected and parents are included in school planning and events. The grouping practices of the school are revised to allow all students to participate and excel in challenging courses.

Multicultural education aims to eliminate prejudice, racism and all forms of oppression. To do this, "it is imperative that multicultural educators give voice and substance to struggles against oppression and develop the vision and the power of our future citizens to forge a more just society." (Sleeter, 1991, p. 22) Multicultural education addresses issues of white privilege, challenges the status quo, and compels students and teachers to identify their own biases. It increases awareness and understanding of racism, how it has shaped our society in the past and the manifestations of racism, classism and oppression in the contemporary world.

Becoming a multicultural teacher

Excerpts from Atwater, 2001. Science Education & Black Americans.

Black Americans are not homogeneous in their thinking and understanding of science; however, most Black Americans have experienced discrimination (Hill et al., 1993). Therefore, the way Black Americans view their opportunity to learn science in a classroom is based on their prior and present experiences in society and science classes (Atwater, 1994; Atwater, Crockett, & Kilpatrick, 1996).

All students seek acceptance, belonging, success, and enjoyment. Consequently, multicultural science teachers give their students the opportunity to reason about science, to argue about alternative explanations for their science results, and to test their ideas and those of others (Atwater, Crockett, & Kilpatrick, 1996). Science teacher candidates are more likely to become multicultural teachers if they make connections between the knowledge about cultures of various groups and its relevance to effective teaching practices. These teachers learn how to think strategically about: (1) learners—their differences and their different needs; (2) the interactions of Black American learners with science, the particular school, and community context; and (3) ways to engage their learners with important substantive scientific ideas (Oakes, 1996).

A sample evaluation: Mark’s eliciting ideas lesson plan on pulleys

1) recognizing our own and others’ worlds/ the knowledge construction process

Students will have opportunities to express their prior understandings of forces and mechanical advantage from their perspective- not a scientific perspective. In this way, students will have the opportunity to author their own ideas about how forces operate around them. These understandings will be the basis for building an understanding of a scientific concept.

Biases about typical ways science is constructed are NOT explored in this lesson.

The upcoming lessons will build on what the teacher has learned from her students, in this way the teacher will be responsive and flexible to student interests and understandings.

2) developing relationships to form inclusive communities/ prejudice reduction & equity pedagogy

Groups of students will be monitored to make sure that all students have a chance to participate. Students will also be encouraged to self-monitor.

Students will be encouraged to build on one another’s’ ideas not compete with each others’ ideas.

The teacher will model how to honor students’ language and ways of understanding as valuable contributions. The teacher will recognize student contributions by using a strategy of “re-voicing” (stating student comments such that other students can hear and add to student ideas).

3) providing access (to the culture of science and school) through curriculum and instruction/ content integration

Examples of pulleys were carefully selected so that students of all economic backgrounds could relate to the pictures and imagine pulleys they might have seen.

All students should have equal opportunity to participate in the discussion. The teacher will be sensitive to students not participating and consider that her examples might not have tapped a prior understanding of forces.

4) critiquing, challenging, and changing the culture of school and school science/ empowering school culture and social structure

This individual lesson does not adequately challenge the challenge typical structures. However this lesson includes strategies where students are authors of knowledge and are treated as having valuable contributions to the way we understand science. If these strategies are used consistently students will start to understand that science knowledge does not come from a textbook but rather from the ways in which individuals make sense of the world around them.

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Notes from Geneva Gay on becoming culturally responsive science teachers

CRMST: Recognizing our own and others’ worlds

Banks: the knowledge construction process

1. What do students bring to class? A knowledge of themselves, they know themselves very well, just as you know your science content well – get them to help you with the information you need about them – get them to tell you about themselves

2. Get some primers abut multicultural education and start studying- you can’t expect to know all about each ethnic group in the first year, but you’ll learn, just as you’ve learned science content

3. Eavesdrop on students – what are they saying that you can use? “Hooked up” – what does that mean to them and how can you turn it into a science word/concept? Scientific synonyms

4. Give them some of your insights, your experiences, and then try to get theirs.

5. Model diversity. When I teach, I use an example from my own culture – this challenges me to monitor my own speaking, thinking, etc. It’s not habitual to come up with multicultural examples, so I have to think about it consciously. I have to read about it, learn it.

CRMST: developing relationships to form inclusive communities

Banks: prejudice reduction & equity pedagogy

6. Students can be lazy – get them involved, have high expectations

7. Build foundations for community in the classroom. Do you have a name you would like to be called, is there something that makes you angry, when are you having the most fun in a classroom, etc. are pieces of information to get from your students to build this sense of community

8. Gender and equity – when do we find about women of color anywhere in our curriculum? Introduce your concepts with references and information about groups that get left out

CRMST: providing access (to the culture of science and school) through curriculum and instruction

Banks: content integration, prejudice reduction & equity pedagogy

9. George Washington Carver, one of the most important black scientists that most folks know nothing about – he was an expert on peanuts (talk to kids about peanuts and introduce them to him)

10. A black girl who wants to be a cosmetologist has to know about chemistry and hair – take those science concepts and use real-life examples for illustration/teaching

11. Food is something all students can relate to – you could just teach nutrition and integrate many scientific concepts into this subject

12. Blacks experience more diabetes than the general population; teach about diabetes and its causes, chemistry, etc. What kinds of things can you teach that are relevant to your black students?

13. Lactose intolerance and asthma – more subjects that would have relevance in a diverse classroom

14. Do everything 3 ways 1) your way 2) dominant other 3) plus one. That means that you teach from all three perspectives, the second refers to the group that is most prevalent in the classroom (where are they coming from?), and the third refers to another perspective that you might choose to show your students – this is modeling diversity

15. Take abstract concepts, take these concepts to their real lives, and then bring those real-life examples back to the abstract concept – make connections for your students

16. Kids can learn helplessness – this can be due in part because some don’t have an understanding of the “words” of science – make kids rephrase what they think so that you are sure they are understanding; make them write and explain how they interpret what you are teaching them

17. Students have trouble turning the “cultural code” into “academic code” – they have trouble making the transition; teachers speak so much in “academic code” – try to find a voice that relates to where the students are; begin where they are and help them make transition from there to abstract or academic concept

18. You don’t have to teach all positions, but you do need to acknowledge different ideas, methods, etc. There can be a way/method/idea that works better than others and that’s your job to show the students this “better way” but do provide the evidence for this “better way”

19. Model what you want from students (my model is know, think, feel, do) – there is a bias in any form of knowledge but there is a way we want students to engage and to think – MODEL IT

20. Style shifting – students need to know how to shift from their cultural style (i.e. if the teacher is teaching problem solving and says that you must follow the step-by-step method of 1), 2), 3), etc., keep in mind that not all students problem solve using this type of method; begin where the student is and then take the student to where you want her to be. Do acknowledge where the students are, know where they are.

CRMST: critiquing, challenging, and changing the culture of school and school science.

Banks: empowering school culture and social structure

21. Any discipline that continues to do what it has always done without overhauling/changing, is a dead discipline

22. Transforming the environment – Jerry Lipka working with Alaska natives – teaches math and science through the culture of his students; everything in the curriculum relates to where these students are coming from

23. Terry McCarty, “A Place to be Navaho” – did the same thing as Lipka with Native Americans

A sample assignment from a biology class. How does this fit into to Banks’ theory? How might it be culturally responsive and how is it not?

SOME IMPORTANT SCIENTISTS

African American Scientists

Benjamin Banneker (1731-1806) Astronomer

George Washington Carver (1864-1943) Agricultural Researcher, applied science

Ernest E. Just (1883-1941) Research Biologist

Charles H. Turner (1867-1923) Biologist

Matthew Henson (1865-1955) Explorer, North Pole

Percy Julian (1899-1975) Research Chemist

Shirley Jackson (1946-) Physicist

Women in Science

Alice Hamilton (1869-1970) Industrial Medicine

Florence Rena Sabin (1871-1953) Public Health Physician

Lise Meitner (1878-1968) Nuclear Physicist

Leta S. Hollingworth (1886-1939) Educational Psychologist

Rachel Fuller Brown (1898- ) Biochemist

Gladys Anderson Emerson (1903- ) Biochemist and Nutritionist

Maria Goeppert Mayer (1906-1972) Nuclear Physicist

Myra Adele Logan (1909-1977) Physician and Surgeon

Dorothy Crowfoot Hodgkin (1910- ) Crystallographer

Jane C. Wright (1920- ) Physician and Chemotherapist

Rosalyn S. Yalow (1921 - ) Nuclear Physicist in Medicine

Sylvia Earle Mead (1935- ) Marine Biologist

CRITERIA FOR BIOLOGIST PAPER

I. The Paper

A. Content of your report

1. Introduction (paragraph #1) _____/10 POINTS

- Briefly describe the purpose of your paper, include the name of the scientist.

- Describe why you chose the person.

- In 1 or 2 sentences give an overview your paper. Describe what the rest of your paper is about. For example:

In this paper, I describe two major discoveries made by Dr. X, a bioastronomist, and discuss how her work will influence the way that science studies life on other planets such as Mars.

2. (Paragraphs # 2 & 3) _____/10 POINTS

Describe your biologist's major discovery. Use examples from your reading. What did he/she do? How did he/she do it? Why was/is this discovery important to science?

3. Summary and conclusions (Paragraph 4) _____/10 POINTS

Describe how your biologist's work influences us today or how his/her work will affect us in the future. Include your opinion about this scientist's work.

B. Structure of your paper _____/10 POINTS

Title, effective and appropriate _____/2 pts

Correct spelling and grammar _____/2 pts

Clearly expressed thoughts _____/2 pts

Within word limits _____/2 pts

Bibliography (At least 3 references, correct format) _____/2 pts

II. The Poster _____/10 POINTS

Originality- Uniquely designed _____/5

Content- Summarize major findings in bullet format _____/5

TOTAL POINTS _____/50 POINTS

A sample student interview for helping teachers recognize others’ worlds

1. List as many things that you can think of that are important to you. Why are these important to you?

2. What is something that you think you are really good at? Think about what you might be able to teach to someone else?

❑ How did this come to be important to you?

❑ What drives you to be good at it? Why do you work hard at it?

❑ Why is it important for you to spend time on this?

3. What are some of the things that you like to do for fun when you're not in school? Here are some examples that some students tell me: hanging out with friends, sports, going to the movies, talking on the phone, hobbies, clubs, volunteering, reading.

4) Which science classes have you taken? What did you think of each class?

5) Are there some science classes that are more interesting for you than others? What makes the difference?

6) What are some of the words or phrases you would use to describe what science is all about? How did you come to feel this way or think this way about science?

7) Name words/phrases that describe what you feel about science. How did you come to feel this way or think this way about science? Have you always felt this way? What do you think influenced how they changed?

8) Do you have a favorite project that you have done in this class? What was that like? {if they describe this as engaging follow up with engagement questions}

9) I would like you to tell me about a time where you felt really “into it,” or really interested in what you were doing in a science class (time flew by, focused, putting a lot of effort into). PROBE: What is your favorite project or lab you have ever done in science? Are there certain projects where you work harder in science? Describe one. How is this different from other projects?

o How can you tell if you are really “into it”?

o What kinds of things were you doing?

o What kinds of things were you thinking about?

o How did you actually feel?

o What kinds of things do you think you learned from an experience like this? about it or about yourself?

o Do you see situations like this as important to your life? Now or in the future? In what way?

10) A) Does science have any effect on your life? In what way? B) Do you think science is important in general (not to you personally)? In what ways?

11) In your opinion, what are some characteristics of a student who likes science? Describe the student and what you think the student does to do well in science classes? (You may use an actual person if you are having trouble thinking about it in a general way.) Do see yourself as having any of these characteristics? [if yes] Tell me which of these characteristics fit with your image of yourself? [if no] Why not? In what ways are you different than this student? When do you see yourself as a “good science student”?

12) What does it or would it take for science to be interesting to you? [What strategies or methods could a teacher use to make science interesting? Do you have examples of this from any of your science classes? Or other situations, doesn't have to be from a class.] (may be answered earlier in the interview)

13) Is there anything else you'd like to tell me about how you learn best in science? What about other subjects?

Questions for teachers working with historically marginalized groups in science (young women, low-income students, and ethnic minorities)

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Students’ Worlds and Unit Planning

|Typology |Identify a student from last |Consider the unit you are planning for your students. A) How can you build 2 |

| |quarter who you think might fit |way bridges for students and teachers to cross the boarders they face? |

|from Phelan, Davidson, & Cao (1991) |into each of these |B) How do you predict each of your four students would engage in it? Which of|

| |classifications. What is your |their non-school worlds could you use as a framework for your unit? |

| |evidence that they fit? * | |

|Congruent Worlds/ Smooth Transitions | | |

|“Values, beliefs, expectations, and | | |

|normative ways of behaving are, for the | | |

|most part, parallel across worlds.” | | |

|Different Worlds/ Boundary Crossings | | |

|Managed | | |

|“family, peer, and school worlds are | | |

|different (with respect to culture, | | |

|ethnicity, socioeconomic status or | | |

|religion), thereby requiring adjustment and| | |

|reorientation as movement between contexts | | |

|occurs.” | | |

|Different Worlds/ Boundary Crossings | | |

|Hazardous | | |

|“In this category, like the former, | | |

|students define their family, peer, and | | |

|school worlds as distinct. However, unlike | | |

|students who manage border crossings | | |

|successfully, these students find | | |

|transitions hazardous.” | | |

|Borders Impenetrable/ Boundary Crossings | | |

|Insurmountable | | |

|“For some students, the values, beliefs, | | |

|and expectations are so discordant across | | |

|worlds that boundary crossing is resisted | | |

|or impossible.” | | |

*This is risky. Be careful not to stereotype your students or make assumptions. We are using this to think about some possibilities. However, you do not want to begin to classify your students into these categories!!

Consider your findings regarding your students from last quarter:

Is the project you are developing inclusive of all four students? Do you think they all would be interested and engaged? If not, how could you modify the project to be more inclusive?

Does the project help each of the 4 students find purpose and meaning in science and other subjects? (For example, many interdisciplinary projects are not successful at making both math and science meaningful to all students. They use the subjects superficially or in a forced way.)

How are your students’ home cultures valued and respected in curriculum? In what way are their non-school worlds used as a framework (not an afterthought) for designing the curriculum?

How are your students’ home cultures and patterns of communication (such as colloquial & figurative language, emotional, colorful, value-laden words, and story telling etc. OR English Language Learners) drawn upon in instruction?

How can you help students ‘cross borders’ into your classroom context within the unit?

Are there ways to include community members or parents (who do not typically participate in your school) in the unit?

Developing tools to track student progress during the unit

Over the course of the year it is important that you collect data regarding your students’ participation, engagement, and ‘success’ as you define it. You will want to know if your unit truly helps students make meaningful connections between their worlds, science, and other curricular areas. Consider a few options:

1. Identify three students at the beginning of the year who seem to struggle negotiating school. Choose three students who struggle in different ways, or you suspect have different reasons for struggling with school. Develop a portfolio on each student. Collect their work, your notes of their comments and participation. Try to learn more about those students than you generally learn about your students. Interview the students near the beginning of the year and find out more about who they are and how they like to participate in activities in and outside of school. Consider doing visiting the homes of these 3 students and asking questions about how the parent/guardian experienced school and how their philosophy about interacting with their child in terms of school work. Pay particular attention to what happens with these students when they engage in your unit.

2. Develop a self-assessment tool for one of your classes to use. You can propose a tool at the beginning of the year and invite the class to modify it. It will allow you to co-develop agreements for participation. The tool might look something like:

Name: Date:

1. Describe on of the big ideas you learned today. ____________________________________________________________________________________________________________________________________________________

|2. Evaluate yourself. |

|How engaged were you in today’s class? |Engaged |Sort of Engaged |Not at all |

|Were you prepared? |Yes |Mostly |No |

|3. Evaluate your in-class small group work. Did your group: |

|Listen to each other? |Yes |Sort of |No |

|Talk about the task? |Yes |Sort of |No |

|Cooperate? |Yes |Sort of |No |

|Suggest good ideas? |Yes |Sort of |No |

4. Questions? Comments? Concerns? (about the content of the class or how I can best support your learning)______________________________________________________________________________________________________________________________________________

You would need to develop a shared understanding of what it means to come prepared and a shared understanding of what it means to participate. Typically students from the teacher’s culture have a shared understanding of participation and preparation for school. These are hidden codes and codes that advantage certain students. Does a student have to raise their hand and talk publicly in order to be ‘participating?’ Are there other ways?

Science for All

|My philosophy for becoming a culturally responsive science teacher |Strategies for my classroom & for working with individuals |

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|CRMST: recognizing our own and others’ worlds | |

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|Banks: the knowledge construction process | |

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|CRMST: developing relationships to form inclusive communities | |

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|Banks: prejudice reduction & equity pedagogy | |

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|CRMST: providing access (to the culture of science and school) through| |

|curriculum and instruction | |

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|Banks: content integration | |

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|CRMST: critiquing, challenging, and changing the culture of school and| |

|school science. | |

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|Banks: empowering school culture and social structure | |

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Dimensions of Multicultural Education

content integration

prejudice reduction

the knowledge construction process

an equity pedagogy

empowering school culture and social structure

Gender, Race & SES Equity Issues

in Science

Classroom Interaction & Atmosphere- Are girls and students of color called on as frequently? Are girls and boys given equal wait time? How can I keep track of these patterns? Are all students being encouraged to take risks? When students ask for help do I encourage all students to think or answer the question for some of them?

History of the domain- What perspectives have dominated the science field and have shaped what counts as science? How can I help my students think critically about this?

Curriculum materials- Are there sex, race, or economic stereotypes in the curriculum? How do I acknowledge biases in these materials?

Peers’, teachers, parents & societal expectations- How do others expectations shape the young women/men in my classroom? Are there certain norms that I am reinforcing or challenging? How do my expectations as a teacher play out in my interactions with certain students?

Testing and assessment- does the content appealing- Can all students relate to the content used in assessments?

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