ERIC Number: ED430779
Record Type: RIE
Publication Date: 1998-Feb
Family and Culture: Are Minorities Smart Enough To Learn Science? Working Paper No. 41.
This study investigated the influence that family and community cultures have on the teaching and learning of science in an after-school program. The Family Science Project provided an environment for third and fourth grade children to learn science with their parents, other adults, and middle school students. Sessions were held once a week for approximately one and one-half hours for six to eight weeks in the Fall and Spring semesters over two years. The middle school students, called the "Junior Scientists," assisted elementary children and at the same time learned science with them and with the adults. The 20 participants were interviewed at the beginning of the program and at the end of one year. The study found that the self-esteem of students and parents increased as a result of the program. All of the groups discussed in this study (parents, elementary and middle school students) were able to form positive images of scientists, and the middle school students seem to have developed meaningful science skills. Also, parents felt their children were better able to stay attentive and focused in their science and math classes. Contains 21 references. (Author/WRM)
Descriptors: After School Programs, Cultural Background, Elementary Education, Enrichment Activities, Life Style, Middle School Students, Middle Schools, Minority Groups, Parent Role, Parent Student Relationship, Science Activities, Science Careers, Science Education, Science Process Skills, Science Programs, Scientists, Self Esteem, World Views
Michigan State University, Julian Samora Research Institute, 112 Paolucci Building, East Lansing, MI 48824-1110.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Michigan State Univ., East Lansing. Julian Samora Research Inst.