Diversity and Equity in Science Education

Two leading science educators provide a comprehensive, state-of-the-field analysis of current trends in the research, policy, and practice of science education. This book offers valuable insights into why gaps in science achievement among racial, ethnic, cultural, linguistic, and socioeconomic groups persist, and points toward practical means of narrowing or eliminating these gaps. Lee and Buxton examine instructional practices, science–curriculum materials (including computer technology), assessment, teacher education, school organization, federal and state policies, and home-school connections.

Book features:

• A synthesis of the emerging body of research in the field of science education and its application to practice and policy.
• A description of effective practices for narrowing science achievement gaps among demographic subgroups of students.
• A focus on the unique learning needs of English language learners.
• An analysis of major science education initiatives, interventions, and programs that have been successful with nonmainstream students.

Okhee Lee is a professor at the School of Education, University of Miami, Florida. She received the 2021 AERA Exemplary Contributions to Practice-Engaged Research Award. Cory A. Buxton is an associate professor at the College of Education at the University of Georgia.

“I applaud the authors for crossing important educational boundaries related to culture, language, and the teaching and learning of science. Doing so is a great benefit to our students, our country, and science education.”
—Eugene E. García, Arizona State University

"It is critically important to prepare all our children to live in a world in which science knowledge is rapidly advancing and skills such as communication, collaboration, and problem solving are paramount. Lee and Buxton provide comprehensive and thoughtful perspectives on how to effectively teach science to increasingly diverse student populations in the United States."
—Joseph Krajcik, Professor of Science Education, University of Michigan

“A cognitively demanding and developmentally appropriate science education experience is one foundational pathway in support of the production of an informed citizenry. Lee and Buxton provide an examination of traditional and nontraditional factors that influence students’ experiences in this critical pathway.”
—William F. Tate IV, Edward Mallinckrodt Distinguished University Professor in Arts and Sciences, Washington University in St. Louis