Connecting scientific literacy with culturally competent instruction: A mixed methods comparative case study analysis exploring teachers’ and high school students’ understanding of environmental pollution and Superfund sites

Abstract

Superfund sites and other deleterious environmental conditions plague urban America and Black communities at disproportionate rates. While routes of exposure vary encompassing epigenetic factors; primary exposure; and lifestyle, most are marginalized or prevalent among minority populations living near Superfund sites and other origins of pollution. Deficient in scientific literacy, many affected persons are unable to comprehend the extent to which environmental pollution contributes to adverse health. This multiple methods comparative case study sought to: 1) introduce students and teachers to the concept of Superfund Sites; 2) encourage teachers to adjust curricula to address issues within one’s community and culture; and 3) expose students to a culturally competent curriculum that promotes environmental awareness and self-advocacy. Theoretically framed by culturally compelling instruction and place-based science teaching and learning perspectives, this study collected pre- and post-implementation data on students’ understanding of environmental pollution and the consequence of such exposure to human health. Interviews with teachers were conducted to understand their perspectives on culturally competent science curricula and in what ways, if any, they incorporate environmental justice into their instruction.