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ERIC Number: EJ856294
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: ERIC
Reference Count: 24
ISSN: ISSN-1085-3545
Perspectives on Equity and Access in Mathematics and Science for a 21st-Century Democracy: Re-Visioning Our Gaze
Williams, Brian A.; Lemons-Smith, Shonda
Democracy & Education, v18 n3 p23-28 2009
In 1996, the National Research Council (NRC) published the "National Science Education Standards." Similarly in 2000, the National Council of Teachers of Mathematics (NCTM) published the "Principles and Standards for School Mathematics." These standards provided the nation with a framework for conceptualizing what and how mathematics and science are taught in schools. Diversity and equity are among the central themes that frame these standards. Unfortunately, the nation's schools continue to struggle in their effort to meet the goals outlined in the NRC and NCTM standards. Despite the efforts of the educational and research communities, a significant disparity still exists between the schooling experiences of African American, Latino, and Native American students and their White and Asian peers. Furthermore, much of the research, policy, and reform aimed at "reducing" (as opposed to "eliminating") the gap focus on the benefits for stakeholders other than for the students and their communities. In this article, the authors contend that for equity in mathematics and science to be achieved, the entire education community must be committed to the academic achievement and excellence of "all" students. This requires the educators to direct their gaze away from the achievement gap and toward the inequities inherent in the limited access to quality science and mathematics education that has existed for students of color in the country. Teachers, in particular, must commit themselves to philosophies and practices that reflect their desire to prepare students for participation in a 21st-century democracy. That commitment must extend beyond rhetoric and slogans to action which facilitates the accomplishment of what they say they believe.
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001