Children from racial and ethnic minority and low socioeconomic backgrounds are not reaching their full potential in science. Okhee Lee explains how equitable learning opportunities can close this achievement gap
FOR ABOUT THREE DECADES, science educators in the U.S. have called for “science for all” as the principle of equity and excellence in science education. However, the promise of science for all cannot be attained while achievement gaps persist among students of diverse racial, ethnic, cultural, linguistic, and socioeconomic status (SES) backgrounds. There is a critical need to identify standards-based science instruction with strong evidence of effectiveness for diverse student groups. In this article I offer the concept of equitable learning opportunities as a framework to discuss ways to promote desired science outcomes for all students. I describe two theoretical perspectives, cognitive science and cultural congruence, that offer insights about equitable learning opportunities for students from non-mainstream backgrounds.
|What we know|
|● Provided with equitable learning opportunities, children from all backgrounds have the capacity to be successful in science.
● Two theoretical perspectives, cognitive science and cultural congruence, offer insights about equitable learning opportunities for students from non-mainstream backgrounds.
● Science instruction is more effective when it links the linguistic and cultural experiences of diverse student groups with scientific practices.
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