1. 1 Enhancing Achievement in Chemistry for African American Students Through Innovations in Pedagogy Aligned with Supporting Assessment and Curriculum and Integrated Under an Alternative Research Paradigm Sheryl Mebane PhD UC Berkeley 2003

2. 2 Understanding the Achievement Gap Chemistry Golden State Exam averages Undergraduate chemistry degrees for African Americans Experienced curriculum

3. 3 Overview Research Site and Methods Background Observations Outcome Future Work and Updates Acknowledgements References

4. 4 Research Site and Methods Carver High: college prep mandate Student demographics Dr. N and Mr. Q 2002-2003 Chemistry class of 30 (5 groups, 11 girls, 9 African Americans ) Field notes, teacher journals, interviews, short surveys, videotape and assessments

5. 5 Background 1 st year: traditional methods, 1 Honors section: students struggled Several years: various curricula, Conceptual Chemistry, staff discussion on de-tracking 2001-2002: Living by Chemistry curriculum (Stacy) to de-track: low-achieving students made large gains in achievement; high-achieving students also made gains Ability? Regular Conceptual Carver Students

6. 6 Observations I: Broad Strokes 75% chemistry (2024 interactions totaled) Mr. Q facilitates with range of styles, patience Over-interaction with African Americans Peer interactions crucial, especially between genders

7. 7 Observations II: Deepening the Picture Over-interaction: “multi” & “behavior” Peer interactions: climate for women Attitudes about chemistry: women’s mode on survey “not interested” in a science career Student voices: student portraits and interviews

8. 8 Outcome The average final grade for African Americans was statistically indistinguishable from the Asian American cohort’s average. Differences in the experienced curriculum did not lead to a grade gap. Regular Conceptual No gap

9. 9 Future Work and Updates On-going work with ChemQuery assessment: framework for developing conceptual understanding Explorations of other chemistry classrooms Dissemination of the account, including ChemQuery data, by Dr. N, Mr. Q and Sheryl Status of chemistry classes at Carver

10. 10 Acknowledgements Prof. Stacy and her research group Dr. Becky Krystiniak Students and teachers of Carver High

11. 11 References Achievement Gap: historical perspective, Claude Steele’s stereotype threat, Bowen and Bok’s The Shape of the River The Experienced Curriculum: de-tracking, content analysis, Gloria Ladson-Billings’s “Toward a Theory of Culturally Relevant Pedagogy,” Ann Ferguson’s bad boys: Public Schools in the Making of Black Masculinity Charles Payne’s Getting What We Ask for: The Ambiguity of Success and Failure in Urban Education: categorization of theories used to analyze educational inequality (attribute, opportunity, mystical, Redneck-as-Patsy)

12. 12 Criterion-Referenced ChemQuery Framework for conceptual understanding maps to other assessments, aligns with LBC, considers paths of development (level 3) Tested on diverse groups and improved using Item Response Theory Includes open-ended response format and developing computer closed-format tests