Whiteness as Property in Science Teacher Education

Abstract

Background/Context The disparity between the race and ethnicity of teachers and students is expected to increase as our nation and classrooms continue to become more racially, ethnically, linguistically, and economically diverse. It is extremely important to think about not only the educational needs of such a diverse student population within schools but also who will teach these students. However, when looking at subject-matter specificity for the retention of Teachers of Color, such as science teachers, the picture becomes extremely serious when we understand teachers’ paths into and out of science and teaching. Purpose The purpose of the study is to analyze the experiences of preservice Teachers of Color (PTOC) enrolled in an elementary science methods course as they gain access to science as White property. Our analysis provides evidence that PTOC can break the perpetual cycle of alienation, exclusion, and inequity in science when they are given opportunities to engage in science as learners and teachers. In addition, we also offer insights regarding the role science teacher educators may play in preparing teachers and especially TOC for urban schools. Setting/Research Design The context of this study was a graduate-level preservice elementary science methods course at a large urban university in New York City. Multiple data sources included pre-post surveys, semester observation journals, final course papers, and a post-course questionnaire. Utilizing constructivist grounded during the initial phase of analysis and themes from critical race theory (CRT), our unique voices of color and positionalities allowed us to interpret the data from a CRT perspective and arrive at findings relevant to making science inclusive to PTOC. Conclusions/Recommendations In order to push the field of science teacher education toward social justice issues of access, opportunity, and enjoyment, efforts must focus on increasing representation of Teachers of Color in science education. The transformation of science teacher education to grant equitable learning experiences for Teachers of Color is needed. Further research on the experiences of science Teachers of Color, as well as Faculty of Color and their relationship with students, is highly encouraged. Both teacher preparation and science education must be open to interrogate and reveal structural forms of race, racism, and power that manifest through curriculum, structure, and pedagogy that cause alienation and exclusion for Teachers of Color. Therefore, we encourage science teacher educators to examine their own course curriculum, structure, and pedagogy through self-study and refection. Overall practices in teacher preparation must empower rather than impede progress toward important goals of CRT, and this may be achieved through building stronger relationships with PTOC and Faculty of Color across teacher preparation courses in support of these goals.

The role of phenomena and problems in science andSTEMeducation: Traditional, contemporary, and future approaches

“…This traditional approach resulted in only a small portion of students coming to understand and appreciate how science knowledge is connected to form science disciplines-an understanding that is essential to move on to science careers. This small portion of students was and continues to be mostly White male students from higher socioeconomic backgrounds (Burt et al, 2019;McGee, 2016McGee, , 2020Mensah, 2019;Mensah & Jackson, 2018). However, science did not make sense to many students who did not come to see it as relevant to their lives or future careers.…”

The Incongruent Racial Grammar of Teacher Education: A Critical Race Theory Study of Black and Latina Preservice Teachers

“…Cheruvu, Souto-Manning, Lancl, and Chin-Calubaquib (2015) conducted a CRT narrative study with four early childhood preservice teachers of color which spoke to intellectually and socially alienating effects of white normativity in teacher education programs. Furthermore, course materials habitually neglect epistemologies from communities of color and consequently PSTOC find that their perspectives and identities are seldom represented in the curricular materials that are chosen (Bower-Phipps et al, 2013;Mensah & Jackson, 2018).…”

Tertiary STEM for All: Enabling Student Success Through Teaching for Equity, Diversity and Inclusion in STEM

“…The seminal work of Aikenhead and Ogawa (2007) highlighted the nature of STEM education globally, which privileges a Eurocentric world view (Boisselle, 2016;Gandolfi, 2021) and with-it, members of society who are namely white, and male (Dancy et al, 2020;Moore Mensah & Jackson, 2018). There is also a general obliviousness and/or lack of appreciation for critical sociocultural awareness in the context of traditional STEM education (Zeidler, Herman, & Sadler, 2019).…”