Equity for Black Americans in precollege science

Abstract

The purpose of this article is to explore many of the experiences that Black Americans have in science education in the United States and propose changes so that Black Americans have an equitable opportunity to engage in and learn quality science. The outcome of quality science is the possession of science knowledge and skills of Black American students to either maintain or change their world as they choose. Science for All Americans delineates the themes and habits of minds that scientifically literate high school graduates should possess; however, these are the preparatory fundamentals for Black American students if equity is to exist for them in science education. Equity in science learning, science teaching, science schooling practices, and quality science opportunities are discussed. The science learning of Black American students continue to be championed; however, the debate persists on the efficiency of culturally relevant science learning. The instruction of many impoverished rural and urban Black American students is very inadequate because of low teacher expectation, inadequate science knowledge and skills of teachers, teachers' poorly clarified professional and cultural beliefs and values, and science curricula that do not focus on the knowledge and skills outlined in Science for All Americans. Some progress toward schooling practices has occurred; however, few have been implemented long enough to determine their impact on Black Americans' science learning. Proposed solutions aimed at providing equitable opportunities for all students to learn quality science include preparing multicultural science teachers, eliminating tracking in schools, equipping classes with science curriculum materials and technology, and supplying financial resources. © 2000 John Wiley & Sons, Inc. Sci Ed 84:154–179, 2000.

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