i Strategies for Teaching Science to Culturally and Racially Diverse Students By Lauren Faulkenberry A Project Submitted to the Faculty of The Evergreen State College In Partial Fulfillment of the Requirements for the degree Master in Teaching 2007ii This Project for the Master in Teaching Degree By Lauren Faulkenberry Has been approved for The Evergreen State College By ____________________________________ Dr. Anita Lenges, PhD., Member of the Faculty ____________________________________iii ABSTRACT Students of color in the United States often experience difficulties in reaching academic success, particularly in the sciences. This paper is a critical review of the research literature based on the question “what are effective strategies for teaching science to culturally and racially diverse students?” An introduction and educational history of the topic will precede a research analysis in which multiple issues faced by students of diverse racial and cultural backgrounds are examined. Students from cultures and races that differ from the dominant culture have historically struggled to receive an equitable education and continue to pursue careers in science in much lower numbers than their white, middle class counterparts. In another aspect of culture, Christianity is the dominant religion in the United States, but Christian students often find their beliefs incompatible with concepts in science. Though this research analysis covers a breadth of culture, including ethnicity, language, and religion, the primary focus is on marginalized groups. The research literature finds that incongruence between the cultures of home and school, language differences, and lack of access to culturally relevant materials often cause students from marginalized groups to reject academic and scientific identities. Classroom implications include the importance of building relationships with students’ families and communities, having high expectations for all students, and using culturally relevant curriculum. Future research implications are also explored.iv TABLE OF CONTENTS TITLE PAGE……………………………………………………………………...……….i APPROVAL………………………………………………………………………………ii ABSTRACT …………………………………..………………………………………....iii ACKNOWLEDGEMENTS................................................................................................vi CHAPTER ONE: INTRODUCTION……………………………………………………..1 Rationale…………………………………………………………………………………..2 Definitions of Terms………………………………………………………………………4 Limitations………………………………………………………………………………...7 Statement of Purpose……………………………………………………………………...8 Summary…………………………………………………………………………………..9 CHAPTER TWO: HISTORICAL BACKGROUND…………………………..…….….10 Educational History of Diverse Racial and Cultural Groups in the United States……....10 Summary…………………………………………………………………………………18 CHAPTER THREE: CRITICAL REVIEW OF THE LITERATURE……………….….20 The Different Worlds of Home and School Cultures……………………………………20 Family and Community Influences on Academic and Scientific Achievement…………37 Interface of Race and Culture with Academic and Scientific Identities………................54 Science for English Language Learners………………………………………................67 Culturally Relevant Science Teaching…………………………………………….……..77 Christianity and Science Education…………...…………………………………………89 Summary…………………………………………………………………………………94 CHAPTER FOUR: CONCLUSION………………………………………………….….96v Summary of Findings………………………………………………………….................96 Classroom Implications……………………………………………………………...…101 Implications for Further Research…………………………………………...…………102 REFERENCES…………………………………………………………………………103vi ACKNOWLEDGEMENTS This paper would not have been possible without tireless assistance from my faculty, Dr. Anita Lenges, PhD., Dr. Sonja Wiedenhaupt, PhD., and Dr. Sherry Walton, PhD. In addition, I wish to thank my entire cohort for their support throughout the writing of this paper. Finally, I wish to acknowledge Jonathan Hartman for love and understanding throughout my master’s paper and graduate school experience.1 CHAPTER ONE: INTRODUCTION My schooling experiences were what I would consider “normal.” I have come to realize, though, that my schooling felt normal because the culture of school matched my white, middle-class upbringing quite nicely. Most of my teachers represented my home culture in terms of race, religion, expectations of behavior, and learning preferences. My parents supported my education and were always lending a hand with my homework and projects. I learned quickly what I needed to do to succeed academically. The transition between my home culture and school culture was effortless. This is not the case for many of the students of color and students of low socio-economic status in the United States. Often, school culture contrasts greatly with family and social structures. English language learners struggle to meet the demands of becoming fluent in Standard English. Students of color often do not see themselves represented in the curriculum or in the faces of their teachers. By the time they reach high school, many students are uninterested in taking classes like science or are uninterested in achieving academic success because of fear of having to reject their cultural identity for an identity of academic success. What can a science teacher do to harness all students’ innate creativity and imagination, to improve