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ERIC Number: EJ997504
Record Type: Journal
Publication Date: 2012
Pages: 8
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-1094-3277
Professional Development Strategies to Enhance Diversity in the Geosciences
Sherman-Morris, Kathleen; Rodgers, John C., III; McNeal, Karen S.; Brown, Michael E.; Dyer, Jamie L.
Science Educator, v21 n2 p31-38 Win 2012
Because of the historically low numbers of minorities in geoscience careers and college majors, an area of growing attention is how teacher professional development may be utilized to increase diversity in the geosciences (Pecore et al., 2007; Sedlock & Metzger, 2007). This paper examines teacher preferences for the timing, location and content of professional development, and how certain characteristics of professional development may contribute to or diminish the goal of increasing diversity in the geosciences. The results of two surveys of Mississippi science teachers indicate that African American teachers have distinct preferences for the location of the professional development as well as specific opinions about the outdoors. Despite the common practice of using field experiences to attract individuals to the geosciences, those African American science teachers who were surveyed more frequently chose laboratory experiences than outdoor or field-based professional development. Preferences of rural and urban/suburban participants were also compared. Urban/suburban participants expressed greater enjoyment in being outdoors than rural participants, but neither group was more likely to prefer professional development in the field or in a lab. Results of spatial clustering showed less preference for outdoor learning activities in the high-minority Mississippi Delta. (Contains 1 table and 5 figures.)
National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mississippi