Negotiating White science in a racially and ethnically diverse United States

The racial and ethnic makeup of the United States is in constant flux and is expected to experience substantial increases in racial and ethnic diversity over the next four decades. The problem the American educational system faces is attempting to problematize race/racism in its educational system a...

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Bibliographic Details
Published in:Educational review (Birmingham) 2017-01, Vol.69 (1), p.25-50
Main Authors: Dunac, Patricia S., Demir, Kadir
Format: Article
Language:English
Subjects:
Achievement Tests
Children
College students
critical race theory
Critical Theory
Culturally Relevant Education
Culturally Relevant Pedagogy
Elementary Secondary Education
Foreign Countries
Grade 4
Grade 8
International Assessment
Literature Reviews
Mathematics Tests
Minority Group Students
Negotiation
Pedagogy
Race
Racial Bias
racial factors
Racism
Schools
Science Achievement
Science education
Science Instruction
Science Teachers
Science Tests
Social Influences
sociocultural patterns
Student Diversity
Students
teacher attitudes
Teacher education
Teacher Education Programs
Teacher effectiveness
Teaching
Teaching Methods
United States
urban education
Urban Schools
Whiteness as property
Whites
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Summary:The racial and ethnic makeup of the United States is in constant flux and is expected to experience substantial increases in racial and ethnic diversity over the next four decades. The problem the American educational system faces is attempting to problematize race/racism in its educational system and creating a system to counteract educational impartialities present for children of color. The disparity we face grows as teacher education programs graduate primarily White female teacher candidates, who express trepidations teaching students of color. In this article, we explore specific influences, confines, and conflicts that exist in urban schools, as a starting point to converse about the issues of race in science education and establish a strong theoretical rationale for the continued investigation of a race-based analysis of Culturally Relevant Pedagogy (CRP). Finally, we propose a more inclusive model for teacher preparation programs that embrace and encourage critical conversations about race.
ISSN:0013-1911
1465-3397
DOI:10.1080/00131911.2016.1150255