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ERIC Number: EJ1179770
Record Type: Journal
Publication Date: 2018
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1521-0960
EISSN: N/A
Investigating the Development of Science-Literate Identities through a Multicultural Perspective
Oemig, Paulo A.; Baptiste, H. Prentice
Multicultural Perspectives, v20 n2 p81-91 2018
The complexity of learning science rests in the fact that it not only possesses a unique lexicon and discourse but also that it ultimately entails a way of knowing. This article involves a case study that examines the academic engagement and perceptions of a group (N = 30) of high school students regarding their science literacy practices. These students were participating in an Engaging Latino Communities in Education (ENLACE) program whose purpose is to increase Latina/o high school graduation rates and assist them with college entrance requirements. The students were enrolled in different science classes to fulfill the science requirements for graduation. The primary research question--What kind of science classroom learning environment supports science-literate identities for ENLACE students?--was juxtaposed with a corollary question: What does multicultural education mean for the science classroom? We incorporate Banks's (2016) five dimensions of multicultural education as interpretative lenses. Overall findings suggest that when Latina/o students are engaged in meaningful laboratory investigations and inquiry activities and when the teaching resembles that of culturally responsive instruction, they are more likely to develop a science-literate identity.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A