Abstract
Preservice teachers often create profiles of scientists based on stereotypes that have become embedded in their consciousness. Given the inextricable link between teachers’ belief and instructional practices, as science teacher educators, we believed it was important to tease out the stereotypes that preservice teachers have about scientists. In this chapter, we describe our efforts to provide pedagogical opportunities for preservice teachers to broaden their concept of multicultural science education and ways to engage the personal and cultural identities of their learners into their science lessons. Some of these strategies specifically involve the infusion of the contributions to science made by scientists from underrepresented groups in the sciences. Activities conducted in our science education course reveal that the image of the White male overwhelmingly persists as the classical representation of a scientist. Some of our preservice teachers argued that ethnic groups do not readily come to mind when they think about scientists. Scholars and researchers involved with the development of curriculum that embraces multicultural education cannot assume that the perceptions of scientists have transcended the White male stereotype. We contend that preservice teachers should be given opportunities to develop images of scientists beyond the monoculture of White male dominance in order to effectively implement science curriculum that acknowledges the contributions made to science by scientists from underrepresented groups. This however is a first step, as science teacher educators must enact practices that shift preservice teachers toward transformative practices and a recognition of their roles as effective agents for social change.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Aikenhead, G. S., & Jegede, O. J. (1999). Cross cultural science education: A cognitive explanation of cultural phenomena. Journal of Research in Science Teaching, 36(3), 269–287.
American Association for the Advancement of Science. (1989). Science for all Americans. Washington, DC: Oxford University Press.
American Association for the Advancement of Science. (1993). Benchmarks for science literacy. Washington, DC: Oxford University Press.
Atwater, M. (1993). Multicultural science education: Assumptions and alternative views. In Science for all cultures: A collection of articles from NSTA’s journals (pp. 1–5). Arlington, VA: NSTA.
Atwater, M. (2010). Multicultural science education and curriculum materials. Science Activities, 47, 103–108.
Atwater, M. (2011). Significant science education research on multicultural science education, equity, and social justice. Journal of Research in Science Teaching, 49(1), 1–5.
Atwater, M., & Suriel, R. L. (2010). Science curricular materials through the lens of social justice: Research findings. In T. Chapman & N. Hobbel (Eds.), Social justice pedagogy across the curriculum: The practice of freedom (pp. 273–282). New York: Taylor & Francis.
Bandura, A. (2000). Self-efficacy: Foundation of agency. In W. Perrig & A. Gorb (Eds.), Control of human behavior, mental processes, and consciousness (pp. 17–33). Mahwah, NJ: Lawrence Erlbaum.
Banks, J. A. (1993). Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19, 3–49.
Banks, J. A. (2009). Multicultural education: Dimensions and paradigms. In J. A. Banks (Ed.), Routledge international companion to multicultural education (pp. 9–32). New York, NY: Routledge/Taylor & Francis.
Banks, C. A., & Banks, J. A. (1995). Equity pedagogy: An essential component of multicultural education. Theory into Practice, 34(3), 152–158.
Banks, J., Cochran-Smith, M., Moll, L., Richert, A., Zeichner, K., LePage, P., et al. (2005). Teaching diverse learners. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 232–274). San Francisco: Jossey-Bass.
Banks, J. A., Cookson, P., Gay, G., Hawley, W. D., Irvine, J. J., Neito, S., et al. (2001). Diversity within unity: Essential principles for teaching and learning in a multicultural society. Phi Delta Kappan, 83(3), 196–203.
Bryan, L. A., & Atwater, M. M. (2002). Teacher beliefs and cultural models: A challenge for science teacher preparation programs. Science Teacher Education, 86(6), 821–839.
Calabrese Barton, A., & Tan, E. (2009). Funds of knowledge and discourses and hybrid spaces. Journal of Research in Science Teaching, 46(1), 50–73.
Calabrese Barton, A., Tan, E., & Rivet, A. (2008). Creating hybrid spaces for engaging school science among urban middle school girls. American Educational Research Journal, 45(1), 68–103.
Cochran-Smith, M. (2004). Walking the road; Race, diversity, and social justice in teacher education. New York: Teacher’s College Press.
Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249–305.
Darling-Hammond, L. (2002). Learning to teach for social justice. In L. Darling-Hammond, J. French, & S. P. Garcia-Lopes (Eds.), Learning to teach for social justice. New York: Teacher’s College Press.
Davis, B. M. (2006). How to teach students who don’t look like you: Culturally relevant teaching strategies. Thousand Oaks, CA: Corwin.
Emdin, C. (2011). Dimensions of communication in urban science education: Interactions and transactions. Science Education, 95, 1–20.
Henke, R. R., Peter, K., Li, X., & Geis, S. (2005). Elementary/secondary school teaching among recent college graduates: 1994 and 2001 (NCES 2005–161) U. S. Department of Education, National Center for Education Statistics. Washington, DC: U. S. Government Printing Office.
Hill, C., Corbett, C., & St Rose, A. (2010). Why so few? Women in science, technology, engineering, and mathematics. Washington, DC: American Association of University Women.
Hogan, K., & Corey, C. (2001). Viewing classrooms as cultural contexts for fostering scientific literacy. Anthropology and Education Quarterly, 32(4), 214–243.
Howard, T. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory into Practice, 42(3), 195–202.
Ladson-Billings, G. J. (1992). Culturally relevant teaching: The key to making multicultural education work. In C. A. Grant (Ed.), Research in multicultural education: From the margins to the mainstream. Bristol, PA: Falmers Press.
Ladson-Billings, G. (1997). It doesn’t add up: African American students’ mathematics achievement. Journal for Research in Mathematics Education, 28, 697–708.
Ladson-Billings, G. J. (1999). Preparing teachers for diverse student populations: A critical race perspective. In I.-N. Asghar & P. D. Pearson (Eds.), Review of research in education (Vol. 24, pp. 211–247). Washington, DC: American Educational Research Association.
Lee, O., & Fradd, S. H. (1998). Science for all, including students from non-English language backgrounds. Educational Researcher, 27, 12–21.
Little, J. W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Records, 105(6), 913–945.
Luft, J. A., Bragg, J., & Peters, C. (1999). Learning to teach in a diverse setting: A case study of a multicultural science education enthusiast. Science Education, 83(1), 100–118.
Melear, C. (1995). Multiculturalism in science education. The American Biology Teachers, 57(1), 21–26.
Michaels, S., Shouse, A. W., & Schweingruber, H. A. (2008). Ready, set, science: Putting research to work in K-8 science classrooms. Washington, DC: National Academy.
Monhardt, R. M. (2000). Fair play in science education: Equal opportunities for minority students. The Clearing House, 74(1), 18–22.
Moore, F. (2006). Multicultural preservice teachers’ views of diversity and science teaching. Research and Practice in Social Sciences, 1(2), 98–131.
Murrell, P. C. (2002). African-centered pedagogy: developing schools of achievement for African American children. Albany: State University of New York Press.
National Research Council [NRC]. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press.
National Research Council [NRC]. (2012). A framework for K-12 science education: practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
Ogunleye, A. O. (2009). Defining science from multicultural and universal perspectives: A review of research and its implications for science education in Africa. Journal of College Teaching and Learning, 6(5), 57–71.
Parsons, E. C. (1997). Black high school females’ images of scientist: Expression of culture. Journal of Research in Science Teaching, 34(7), 745–768.
Rodriguez, A. (2001). From gap gazing to promising cases: Moving toward equity in urban education reform. Journal of Research in Science Teaching, 38(9), 1115–1129.
Song, K., & Christiansen, F. (2001). Achievement gap in preservice teachers in urban settings. East Lansing, MI: National Center for Research on Teacher Learning. (ERIC Document Reproduction Service No. ED456187)
Tate, W. F. (1995). Returning to the root: A culturally relevant approach to mathematics pedagogy. Theory into Practice, 34(3), 166–173.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956.
Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32.
Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55(1), 25–38.
Yerrick, R., Schiller, J., & Reisfeld, J. (2011). “Who are you callin’ expert?”: Using student narratives to redefine expertise and advocacy lower track science. Journal of Research in Science Teaching, 1(48), 13–36.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Pringle, R.M., McLaughlin, C.A. (2014). Preparing Science Teachers for Diversity: Integrating the Contributions of Scientists from Underrepresented Groups in the Middle School Science Curriculum. In: Atwater, M., Russell, M., Butler, M. (eds) Multicultural Science Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7651-7_12
Download citation
DOI: https://doi.org/10.1007/978-94-007-7651-7_12
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-7650-0
Online ISBN: 978-94-007-7651-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)