Powerful Cultural Forecasters of Science Learning and Performance, Essay Example

In the article “Race and Ethnicity: Powerful Cultural Forecasters of Science Learning and Performance” (Theory Into Practice, 52(1), 6-13), the authors discuss the impact of race and ethnicity on science learning in the United States. This is accomplished by examining three areas of interest–1), the constructs of race, ethnicity, and culture in relation to the ethnic student makeup in American public schools; 2), effective classroom practices related to instruction and assessment via race and ethnicity; and 3), possible future policies and classroom practices concerning race and ethnicity in science education (2003, p. 6). Interestingly, the authors discuss science learning as it relates to race and ethnicity via the differences found in minority groups like African-Americans, Hispanic Americans, and Asian Americans which tend to be the “model minority” (2003, p. 6) when it comes to science learning. The basic premise is that most minorities experience difficulties related to science learning because of their native languages and cultural backgrounds which are viewed as hurdles that often prove to be hard to overcome. A good indication of the need for this type of research on science learning is that the authors could not include Native American Indians in their study, due to the fact that data on this group is non-existent. The authors round out their discussion by reminding the reader that those who teach science in the classroom must work in tandem in order to discover effective methods that will allow all minority students to experience the wonders of science while immersed in an environment of equity and diversity (2003, p. 12).

References

Atwater, M. M., Lance, J., Woodard, U., and Johnson, N. H. (2013). Race and ethnicity: Powerful cultural forecasters of science learning and performance. Theory Into Practice, 52(1), 6-13.