Race and Ethnicity: Powerful Cultural Forecasters of Science Learning and Performance

Autor/inn/en	Atwater, Mary M.; Lance, Jennifer; Woodard, UrLeaka; Johnson, Natasha Hillsman
Titel	Race and Ethnicity: Powerful Cultural Forecasters of Science Learning and Performance
Quelle	In: Theory Into Practice, 52 (2013) 1, S.6-13 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/07351690.2013.743757
Schlagwörter	Ethnicity; Racial Factors; Science Instruction; Cultural Influences; Racial Composition; Teaching Methods; Classroom Techniques; African American Students; Asian American Students; Hispanic American Students; Public Schools; Culturally Relevant Education + Suchen Sie Ihr Suchwort? Ethnizität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cultural influence; Kultureinfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner; Public school; Öffentliche Schule
Abstract	This article addresses the impact of race and ethnicity on students' science learning in US schools. Specifically, it discusses (a) the constructs of race, ethnicity, and culture, and the racial and ethnic student composition in US public schools; (b) effective classroom practices for curriculum, instruction, and assessment related to race and ethnicity; and (c) future policy and practice regarding race and ethnicity in science education. We discuss the science learning and teaching of African American, Latino, and Asian American students. Even though Asian American students are viewed as the model minority, some struggle with science learning, because their languages and cultures are seen as hurdles. As there is little defendable science education research related to Native Americans at the precollege level, we remain silent in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10