New Perspectives in Science Education

There is a diversity problem in the science pipeline. This problem begins in the early years. This is a problem that local, regional and national agencies in the United States have prioritized, as evidenced by burgeoning programs and availability of funds to expand STEM starting with three-year olds. Emphasis has been on promoting STEM among girls with less emphasis on encouraging minoritzed communities to pursue higher education and careers in science. In this study, elementary students from low-income backgrounds, English Language Learner, and who identify as Hispanic and LatinX were targeted to participate in a brief intervention where they first explored botany, geology, astrophysics, chemistry, and marine biology, through short hands-on science activities. Second they learned about the corresponding Hispanic/LatinX  scientists. The intervention followed a lesson plan format which addressed Social Justice Standards (Identity 4 ID.3-5.4 I can feel good about my identity without making someone else feel badly about who they are and Diversity 6 DI.3-5.6 I like knowing people who are like me and different from me, and I treat each person with respect) as well as Next Generation Science Standards (4 school support systems including role models and mentors of similar racial or ethnic backgrounds). Surveys about attitudes towards careers in science were completed before and after the intervention. Results suggest that elementary students who were exposed to biographies and the work of Hispanic/LatinX scientists (eg scientist who looked like them and share similar backgrounds), reported positive attitudes towards careers in science and toward their belief that they, too, would pursue careers in science. In light of these findings, insights drawn from reflecting on the success, we are encouraged to scale up this intervention with minorited communities.

Keywords: Diversity, Primary, Hispanic, LatinX, STEM Education;

References: 
[1] Achieving Diversity in Science (2018). Retrieved 
https://www.nature.com/collections/qsgnpdtgbr
[2] Pattson, S.A.., Dierking, L.D. (2018). Early childhood science interest development: Variation in interest patterns and parent-child interactions among low-income families. Science Education, vol 103 (1).
[3] Grineski, S., Daniels, H. Collins, T., Morales, D.X., Frederick, A., Garcia, M. (2017).
The conundrum of social class: Disparities in publishing among STEM students in undergraduate research programs at a Hispanic majority institution. Science Education, vol 102 (2).
[4] Bautista, N., Diekman, A., Fuesting, M. (2018). Why Not STEM? The Science Teacher.
[5] How Diversity Empowers Science and Innovation: State of the World's Science 2014. Retrieved https://www.scientificamerican.com/report/how-diversity-empowers-science-and-innovation/
[6] National Science Teachers Association (NSTA). 2016b. 
The Next Generation Science Standards. Arlington, VA: NSTA.
[7] Teaching Tolerance Social Justice Standards. Retrieved 
https://www.tolerance.org/frameworks/social-justice-standards