1. Science Education and Student Diversity: Synthesis and Research Agenda Okhee Lee and Aurolyn Luykx University of Miami This book (in press) is supported by CREDE and NCISLA in Mathematics and Science.

2. Historical Context n Publication of “Science for All Americans” (American Association for the Advancement of Science, 1989) n Lack of articulation for “science for all” among the areas of science education, multicultural education, and English to Speakers of Other Languages (ESOL)/ bilingual education n Need for integration of “discipline-specific” and “diversity-oriented” approaches to achieve the goal of science for all

3. Purpose n To analyze and synthesize current research on how racial/ethnic, cultural, linguistic, and socioeconomic factors in school and at home promote or hinder science achievement among K-12 students who have traditionally been underserved by the education system. n To proposes a research agenda to strengthen those areas in which our knowledge is weakest and the need most urgent.

4. Science Achievement Gaps n Science outcomes are defined in broad terms that include achievement scores on standardized tests, meaningful learning of classroom tasks, attitudes/motivation, course enrollments, high school completion, higher education, and career choices. n Racial/ethnic, gender, and class disparities are evident in nearly all of these areas, suggesting that the nation’s schools have far to go in terms of providing an equitable science education to all students. n In the current “English-only” policy context, English proficiency becomes a de facto prerequisite for science learning. Thus, acquisition of oral and written English, while not a “science outcome” per se, plays a large role in determining science outcomes as they are commonly measured.

5. Method for Research Synthesis n Studies published since 1982 n Studies that are predominantly within the U.S., although some studies conducted abroad (but published in English) are also considered n Studies focusing on science education at the elementary and secondary levels (K-12). Studies involving post-secondary or adult learners are not included. n The synthesis considers primarily peer-reviewed journal articles that meet the criteria for scientific rigor (Shavelson & Towne, 2002).

6. Key Features of the Literature n Research on diversity and equity in science education is a new and developing field. Most has been published since the mid-1990s, perhaps spurred by the emphasis on the dual goals of excellence and equity in the current science education reform. n Many conceptual reviews, but no meta-analysis of statistical research studies n Mostly exploratory, small-scale, or descriptive studies n Many studies using qualitative methods, but limited studies using experimental or quasi-experimental methods

7. Key Features of the Literature (continued) n A small number of intervention-based studies, and few intervention studies on a large scale n A small number of programmatic lines of research n Limited studies reporting achievement data, causal factors, or achievement gaps n Uneven treatment of theoretical and methodological sophistication about student diversity

8. Key Findings n Results are presented with regard to factors related to science achievement gaps, including: - science learning, - science curriculum (including technology), - science instruction, - science assessment, - science teacher education, - school organization and educational policy, and - home/community connections to school science. n Studies addressing bilingual or ELL students are discussed separately. n In general, it is difficult to draw conclusions due to the limited literature in each area.

9. Themes Emerging from the Literature n Students from nonmainstream backgrounds come to school with already-constructed knowledge, including their home language and cultural values. n The education system often fails to provide equitable learning opportunities for these students. n When nonmainstream students are provided with equitable learning opportunities, they demonstrate science achievement, interest, and agency. Eventually, students can become bicultural and bilingual border-crossers between their own cultural and speech communities and the science learning community.

10. n In the current systemic reform and accountability system, science education research is shaped by the confines of the policy context. n Sensitivity to student diversity requires adapting and modifying educational programs to fit the needs of specific student groups or individuals. However, current policies seek standardized solutions that are applicable to the greatest number of students. n The goal of maximizing overall student outcomes may conflict with the goal of optimizing individual student outcomes. n These tensions become more acute in inner-city classrooms where student diversity is greater and educational resources and opportunities are more limited.

11. Research Agenda Priorities for future research programs or activities need to be identified to produce research outcomes that are rigorous, cumulative, and usable for educational practice: n conceptions and measurement of science achievement, n more nuanced conceptualization of student diversity, n cultural and linguistic experiences that students from diverse backgrounds bring to the science classroom, and the articulation of these experiences with science disciplines,

12. Research Agenda (continued) n the demands involved in learning science through inquiry, n teacher education programs that enable preservice and practicing teachers to articulate the relation of science disciplines with students’ linguistic and cultural practices, n the impact of policy change on various aspects of science education, and n science-related “funds of knowledge” extant in diverse contexts and communities.

13. Conclusions n The literature on the intersection of school science and student diversity is currently insufficient to the task of effectively addressing persistent achievement gaps, but points in some promising directions. n Deeper examination of the complex relationships among the various factors influencing student outcomes, as well as greater attention to the potential contributions of multiple theoretical perspectives and research methods, are need to produce significant and powerful additions to the knowledge base in this emerging field.