Science for All: Our philosophy for blending science education and
multicultural education (Banks)
Teaching science from a multiculural perspective means…
All students should receive equal opportunities to engage, learn, and participate in their
education regardless of race, class, religion, and gender. Teachers should include all students in
the learning process by making science relevant to each one of their lives because everyone has
unlimited potential to as a future scientist. Multicultural education not only should incorporate
diversities, but more importantly it should help students develop critical analyses of our society
as a system. (Nelly)
1. Content integration deals with the extent to which teachers use examples and content from a
variety of cultures and groups to illustrate key concepts, generalizations, and issues within their
subject areas or disciplines.
Relevance of content
 Science needs to be relevant to each student’s life. Relevance is different for different
cultures. Use many examples/analogies in class. Be familiar enough with other cultures to
know what is and is not relevant in various cultures. (Beth)
 Make topics relevant and meaningful for all. Use examples that female and minority
students can relate to, not just Caucasian males (Tom)
Content beyond western-textbooks
 Represent non-western ideas. Bring in knowledge from other cultures: Amazon calendar,
indigenous knowledge of ecosystems. (Dave)
 Mapping cultures along continental plates. Introduction to the theory of plate tectonics;
provide students with stories that explain the causes of earthquake from different cultures.
Interestingly, cultures that have myths/folktales that explain earthquake are located near the
fault lines of the major plates. If you line the locations of the tales to the plates, you almost
have an exact match. (Quynh)
Recognizing & validating contributions
 I will structure a culturally diverse classroom with visual aids. Symbolic curriculum within
the classroom (posters, etc.). I will find ways to display science through different cultures posters/achievements/ etc. (Erin & Rachael)
 Subordinated groups have contributed to society (not simply been included). Discuss/study
great scientists/speakers/contributors of many cultures and peoples. (Beth)
 Integrate contributions of scientists of color and women into the curriculum. Have scientists
(esp. women & minorities) visit the classroom to show that science is for everyone.
Students should see positive role models from their race/culture/gender. (Erin, Elin &
Rachael)
2. The knowledge construction process describes how teachers help students to understand,
investigate, and determine how the biases, frames of reference, and perspectives within a
discipline influence the ways in which knowledge is constructed within it (Banks, 1996).
Students also learn how to build knowledge themselves in this dimension.
Critical view of knowledge construction in science
 Science is not totally objective. Teach about ways science is not always objective. (ex.
what gets studied/funded, historical aspects (eugenics), which results are reported and
which are not, how to read science in the news with a critical eye, etc.) (Beth)
 Social justice should be a part of the science classroom. Be open about scientific racism
(bell curve) & stress that biological race does not exist. (Dave) Students should address
political/social issues behind current event topics. Students will debate a current "hot topic"
event. (Rachael)
 Keep science 'REAL'- Bring the lives of scientists into focus for the students in order for
the students to realize that the scientists are human and similar to them. (Tom)
Knowledge construction for students
 I want to bring their lives to science and for them to see its importance there. Active
reflections of how science makes a difference in their lives and society. (Rachael)
 I would bring students' lives to science by finding things in their world that they may not
know are already a part of science. (Elin)
 Language differences are recognized and respected. Use student vocabulary - have them
explain things their own way. -I would use media, pop culture, and technology to help
relate the students to scientific ideas and principles (Rachael)
 Try to not "lose" students- Have students discover the language of science and define this
language using their own terms. (Tom)
 I will understand that not everyone comes from the same place. I will try to "get" where
they are coming from. Open class with asking students questions to get a feel of where they
are coming from. (Rachael)
3. Prejudice reduction describes lessons and activities used by teachers to help students to
develop positive attitudes toward different racial, ethnic, and cultural groups. Research indicates
that children come to school with many negative attitudes toward and misconceptions about
different racial and ethnic groups (Phinney & Rotheram, 1987). Research also indicates that
lessons, units, and teaching materials that include content about different racial and ethnic groups
can help students to develop more positive intergroup attitudes if certain conditions exist in the
teaching situation (Banks, 1995b). These conditions include positive images of the ethnic groups
in the materials and the use of multiethnic materials in a consistent and sequential way.
 Multicultural education can be part of science on a regular basis. Types of activities,
content, attitudes, and classroom atmosphere can be examined to make sure they benefit all
students everyday. (Beth)
 ALL students need to learn/practice equity and diversity, even homogeneous classrooms.
Use MCE is all classes and all schools regardless of degree of
racial/cultural/gender/socioeconomic etc. differences. (Beth)
 Bring in guest scientists from different cultures and backgrounds either in person or through
articles (Tom).
 Know each student. Have students write letters of themselves or index cards/signs that talks
about themselves. (Nelly)
 Modify strategies to facilitate the achievement of all students. Have students express their
ideas however they want - visual/spoken/written. Vary assessment and teaching styles so
that all students have equal chance for achievement Involve visual, hands-on activities,
writing and speaking exercises (Erin & Rachael)
4. An equity pedagogy exists when teachers modify their teaching in ways that will facilitate
the academic achievement of students from diverse racial, cultural, and social-class groups
(Banks & Banks, 1995). Research indicates that the academic achievement of African American
and Mexican American students is increased when cooperative teaching activities and strategies,
rather than competitive ones, are used in instruction (Aronson & Gonzalez, 1988). Cooperative
learning activities also help all students, including middle-class White students, to develop more
positive racial attitudes. However, to attain these positive outcomes, cooperative learning
activities must have several important characteristics (Allport, 1954). The students from different
racial and ethnic groups must feel that they have equal status in intergroup interactions, teachers
and administrators must value and support cross-racial interactions, and students from different
racial groups must work together in teams to pursue common goals.
 Students of different cultures may learn best in other ways. Use many different learning
styles frequently. (ex. collaboration, audio/visual/written, hands-on, dramatic, etc.) For
example, give students a choice of how to present a project or group activity. Teach using
multiple approaches. (Beth & Tom)
 Regularly assign group work - all members participate and share responsibility for each
others' learning and for the completion of the assignment (Erin)
 I would make sure that I have scientific relationships that will connect diverse student
populations to the scientific ideas. I would use examples that are central to all students'
lives, not just the white, middle class, male students. (Elin)
 I would make sure students have equal access to the curriculum by scheduling computer lab
time if they don't have computers at home, and I would allow students to come into the
classroom to use books and other materials before school, after school and during lunch.
(Erin)
5. An empowering school culture and social structure is created when the culture and
organization of the school are transformed in ways that enable students from diverse racial,
ethnic, and gender groups to experience equality and equal status. The implementation of this
dimension requires that the total environment of the school be reformed, including the attitudes,
beliefs, and action of teachers and administrators, the curriculum and course of study, assessment
and testing procedures, and the styles and strategies used by teachers.
Teacher reflection
 I (the teacher) need to constantly recognize and reevaluate my biases, privileges and power.
Continually check my attitudes/behaviors to make sure they are equitable and fair. As a
teacher, be diligent about building community within the classroom! (Beth & Erin)
 Teachers must have high expectations for all students and not reinforce norms &
stereotypes. Let students know that I believe in everyone and that all students are capable.
(Dave)
 Reflect on my practice. Be conscious not to make assumptions. Ask: Who am I calling on?
(Dave)
 Multicultural education should be in every aspect of school, not just my classroom. Discuss
with other faculty what has worked in my classroom. Encourage them to try some MCE
strategies. Provide support for them. (Beth)
Teacher actions
 Read about cultures that students are from and connect with parents. (Dave)
 I would balance what I know about science with what I know about each student. Both are
very important. (Elin)
 Keep students involved- Take action on a relevant social issue, Foster a safe, sharing
classroom that encourages participation from all students. Try to get feedback from all
through interactions, writing, etc. (Tom)
 Students need to take social/political action to be empowered. Example: writing letters,
using information learned in class, to local agencies regarding environmental issues in the
community - pollution, etc. (Quynh)