Learning Science in Informal Environments People, Places, and Pursuits (2009) / Chapter Skim
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7 Diversity and Equity
7 Diversity and Equity
Pages 209-247
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learning science can be especially challenging for all learners be cause of the specialized language involved (Banks, 2007; Allen and Seumptewa, 1993; Cajete, 1993; MacIvor, 1995; Malcom and Matyas, 1991; Snively, 1995)
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We end with a set of guiding principles to develop culturally responsive and effective informal environments for science learning. CULTURE AND EQUITY Culture is a complex concept that is difficult to define succinctly.
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From this perspective, in fact, one can see that while culture is often used in reference to ethnic or racial background, any group with some shared affiliation (e.g., people with disabilities, women) , might be seen as having some shared cultural values and resources.
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Science instruction and learning experiences in informal environments often privilege the science-related practices of middle-class whites and may fail to recognize the science related practices associated with individuals from other groups. In informal venues for learning science, for example in museums, some initiatives are aimed at introducing new audiences to existing museum science content, such as outreach initiatives offering reduced-cost admission or bringing ex isting science programming that is, already offered to mainstream groups, to nondominant communities.
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From this perspective, equity in science learning occurs when individuals from diverse backgrounds participate in science through opportunities that account for and value alternative views and ways of knowing in their everyday worlds (Aikenhead, 1996; Cobern and Aikenhead, 1998; Costa, 1995; Gallard et al., 1998; Maddock, 1981; Pomeroy, 1994) , while also providing access to science as practiced in the established scientific community.
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Its practices and assumptions reflect the culture, cultural practices, and cultural values of scientists. In this section, we first describe the cultural nature of learning generally and then focus in on the specific aspects of science learning that make it a cultural activity (see Chapter 2 for related discussion)
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The work lives of waiters, hair stylists, plumbers, welders, carpenters, and electricians are not usually associated with learning or learning science. However, Rose's case studies illustrate how learning and even science learning occurs in the informal context of their work.
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This second view treats identity as part of a social context, where prominence of any given feature varies, depending on which aspects of the social context are most salient at a given time" (p.
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. This view is a very powerful one when one considers the goals of informal environments for learning science.
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However, there is an emergent research base related to science learning in informal environments for a small set of under represented cultures. Here, we synthesize research on four groups and their experiences with learning science in informal environments.
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. In their review of research on gender differences in mathematics and science learning, Halpern and colleagues (2007)
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Girls may be succeeding on measures of standard success, however they are not necessarily identifying with science (Calabrese Barton and Brickhouse, 2006)
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Differences in the ways parents engage children of different genders is evident in conversations, questioning, access to resources, expectations, and perceptions of capabilities with regard to science learning, interest, and achievement (Crowley et al., 2001a)
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. This calls attention to the critical role adults can play in supporting science learning and the importance of adults' roles as facilitators across multiple contexts (Crowley et al., 2001a; Falk and Dierking, 1992, 2000; McCreedy, 2005)
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. Thus, it seems imperative to understand more about the nontraditional contexts and individuals instrumental in influencing young women in science, as well as the ways in which opportunities offered in nontraditional and intergenerational contexts available in informal environments can challenge the ways gendered messages about science are reproduced.
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noted that one primary obstacle to indigenous participation in science was the lack of relevance of science to their lives. Based on this observation, the AAAS issued a number of recommendations for improving science teaching and learning for native youth.
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Epistemological concerns and sociocultural factors must be central to the discussion of native or indigenous science and to efforts to provide a more culturally responsive science education to indigenous students. Haukoos and LeBeau (1992)
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population) , and they can be well served by science learning experiences in informal environments.
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On one hand, educators and researchers explore the specific challenges associated with accessing science learning experiences in informal environments as those experiences are currently construed. This includes analysis of the gaps between the skills and practices required to participate in informal venues and the ability profile of learners in order to develop interventions and technologies that will enable participation.
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. While adaptive technologies and practices may ease access to informal environments for science learning, there are also more fundamental cultural issues to address that entail holistic reassessment of the practices of informal venues for science education, as well as research and development frame works.
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In summary, this literature explores how adaptive technologies can ease access to science learning in informal environments. The general tenor of the
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Emerging frameworks for research and development, such as universal design, illustrate the potential impacts of making such holistic reassessments. Urban and Rural Environments The nature of the environments to which individuals are exposed in fluences their conceptions of scientific principles and ways of knowing.
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Ross, Medin, Coley, and Atran (2003) examined inductive generalizations from different bases among urban children, rural European American children, and rural American Indian children using a procedure similar but not identical to that employed by Carey (1985)
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Having a parent with expertise in biology also apparently helps young children display a more mature understand ing of biology. This research also calls into question the current practice of treating urban, middle-class children as the gold standard for claims about cognitive development in science learning in general -- and science learning in informal environments in particular.
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Environments should be developed in ways that expressly draw on participants' cultural practices, including everyday language, linguistic practices, and local cultural experiences. Designers of informal programs and spaces for science learning have long recognized the importance of prior knowledge that participants and visitors bring to schools and other learning environments.
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The Native Waters project, for example, strives to deliver culturally sensitive water education that includes program matic components grounded in American Indian world views. The Algebra project, aimed explicitly at serving low-income and minority children, uses students' lived experiences and local environments as the starting point to help them build an understanding of mathematical concepts.
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This person may or may not be a parent. Developing peer networks may also be particularly important to foster sustained participation of nondominant groups in informal environments for science learning.
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It will benefit science by providing new perspectives in research, and it will benefit science education by providing a better understanding of science. Informal environments for science learning are themselves embedded in cultural assumptions.
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, Proceedings of the seventh international conference of the learning sciences (pp.
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Background paper for the Committee on Learning Science in Informal Environments. Available: http://www7.nationalacademies.org/bose/ Brayboy_and%20Castagno_Commissioned_Paper.pdf [accessed October 2008]
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. Cultural aspects of learning science.
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Journal of Research in Science Teaching, 37 (2)
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Background paper for the Committee on Science Educa tion for Learning Science in Informal Environments. Available: http://www7.
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A cultural modeling activity system for underachieving students. American Educational Research Journal, 38 (1)
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. Interactional patterns of linguistically diverse students and teachers: Insights for promoting science learning.
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Committee on Science Learning, Kindergarten Through Eighth Grade.
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. Media-based learning science in informal environments.
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. Rethinking diversity in learning science: The logic of everyday sense making.
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. Nearby nature: A buffer of life stress among rural children.
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