Theory and practice: Science for undergraduates of limited English proficiency

Rosenthal, Judith W.

doi:10.1007/bf00694531

Cited by 6 publications

(3 citation statements)

References 15 publications

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“…Researchers have also explained how bilingual instruction in mathematics and science courses can contribute to success among racial and ethnic minority students (for example, AAPI, Hispanic, and Native American) with limited English proficiency in the STEM circuit (see, for example, De La Cruz, 1998; Gándara, 2006;Rendón, 1982;Rendón and Hope, 1996;Rolon, 2003;Rosenthal, 1993). Gándara estimates that at least 50 percent of Hispanic students in California begin school with a language other than English.…”

Section: Bilingual Educationmentioning

confidence: 99%

2011

ASHE Higher Education Report

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The primary purpose of this monograph is to provide educational researchers, policymakers, and practitioners with an overview of existing knowledge regarding factors that influence success among racial and ethnic minority students in the STEM circuit. To accomplish this task, we reviewed more than four hundred books, book chapters, journal articles, and policy reports related to this topic. The remainder of this opening chapter discusses the current condition of racial and ethnic minorities in STEM education, paying particular attention to racial disparities throughout the circuit. It also discusses the role of race in the experiences of racial and ethnic minorities in STEM. The following two chapters provide a comprehensive synthesis and analysis of the literature on the precollege and college-level factors that influence the success of students of color in the STEM circuit. The final chapter presents the Racial and Ethnic Minorities in STEM (REM STEM) model, which emerged from our review of the literature, to serve as a framework to guide future research, policy, and practice. This concluding chapter also offers implications for future research, policy, and practice. Key Concepts and DefinitionsBefore we begin our analysis and synthesis of existing literature on racial and ethnic minority students in STEM education, it is critical to define key concepts and note important limitations of the volume. This section delineates and defines terms related to race, ethnicity, and STEM education. In defining these concepts, we aim to establish clarity and consistency in our word choices and the meanings that we attach to them.

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Section: Bilingual Educationmentioning

confidence: 99%

2011

ASHE Higher Education Report

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“…Due to the complex social, cultural, and political tensions in the United States around the topics of climate change and evolution, and their deep involvement with identity issues, the approach used to communicate information on these subjects is crucial to successful outreach and education. Many people feel alienated or excluded from science in general [Bandura, 2006;Goodman et al, 2011;Hodson, 1999;Rossatto, 2007;Diaz-Rico and Weed, 2002;Duran, Dugan and Weffer, 1998;Hildebrand, 2001;Tobin and McRobbie, 1996;Lee, 1997;Lee and Fradd, 1996;Rakow and Bermudez, 1993;Rosenthal, 1993]. In designing our outreach approach, we drew on a body of research that applies a sociocultural and linguistic framework to create inclusive science learning environments [Richter, 2011;Schoerning, 2012;Schoerning and Hand, 2013;Schoerning, 2013;Schoerning et al, 2015].…”

Section: Introductionmentioning

confidence: 99%

A no-conflict approach to informal science education increases community science literacy and engagement

Schoerning¹

2018

JCOM

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ClubProgram piloted a no-conflict approach to free, informal science activities focused on climate change or evolution, holding 64 community events at two sites over the course of 15 months, engaging with more than 70,000 participants. In the participating communities science literacy increased over time as did community engagement as measured by local financial support, requests for programming, and event attendance. AbstractInformal learning; Popularization of science and technology; Public engagement with science and technology Keywords https://doi.

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“…Science is seen as something that belongs to the mainstream, not to these students’ communities (Diaz‐Rico & Weed, ; Duran, ; Hildebrand, ; Tobin & McRobbie, ). These issues related to culture and science have been identified as significant demotivating factors in a wide variety of subgroups in American culture (Lee, ; Lee & Fradd, ; Rakow & Bermudez, ; Rosenthal, ).…”

Section: Introductionmentioning

confidence: 99%

Language, Access, and Power in the Elementary Science Classroom

et al. 2015

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The Next Generation Science Standards call for the adoption of many aspects of scientific inquiry in the classroom. The ways in which classroom talk and classroom environment change as students and teachers learn to utilize inquiry approaches are underexplored. This study examines the frequency with which linguistic markers related to access and power appear in student and teacher speech in the elementary science classroom. As teachers begin to implement argument-based inquiry methods, teacher and student use of these markers changes significantly. These changes indicate that students whose teachers utilize argument-based inquiry have greater access and power in the science classroom. In this paper, the mechanisms by which teachers afford their students access and power are explored from a quantitative perspective. C 2015 Wiley Periodicals, Inc. Sci Ed 99:238-259,

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Theory and practice: Science for undergraduates of limited English proficiency

Cited by 6 publications

References 15 publications

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A no-conflict approach to informal science education increases community science literacy and engagement

Language, Access, and Power in the Elementary Science Classroom

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