White Faculty Learning Through Co-Design: Building Racial Equity-Centered STEM Courses for Preservice Elementary Teachers
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Postsecondary science education has been shaped by Eurocentric ideologies that center science as a set of culturally neutral, color-blind, and meritocratic systems designed to exclude underrepresented groups from positions of power and knowledge production.Nationally, white faculty still predominate senior faculty positions, resulting in few opportunities for students of color to take courses from faculty who share their racial or cultural backgrounds (Haynes & Patton, 2019).At the same time, there is a need to diversify the predominantly female and white elementary teacher workforce as the K12 student population is rapidly diversifying (Januszyk, et al, 2016; NCES 2103).This paper will describe white STEM faculty learning around race, culture, and STEM teaching/learning in a design-based research project in which we are designing science and engineering modules for preservice elementary teachers that deeply integrate scientific concepts and practices, racial equity, and examinations of the history of racist research practices within science itself.Keywords:
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This article responds to the call to examine approaches and strategies that are practiced or should be practiced in teacher education programs to ensure teachers' cultural competence for effective teaching in a multicultural democracy. As part of a larger study on a self-study that examined the author's practice of teaching diversity courses in teacher education that spans over 15 years, this article is organized around three questions: (1) What have I learned about classroom teachers' and teacher candidates' learning to develop cultural competence? (2) What practices have I used to foster preservice teachers' development of cultural competence? (3) To what extent have I successfully fostered preservice teachers' development of cultural competence? Beginning with a critical discussion of the imperative and urgency to foster preservice and in-service teachers' cultural competence, the study proceeds to address the three questions. Discussion of the implications and recommendations for teacher education practice are included.
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Attraction and retention of underrepresented groups continues to be a daunting challenge. Our panel explores the research and current efforts to address these issues. It includes a unique group of partners from high school and higher education, as well as specialists in the field and community. This panel seeks to:
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• review why it is crucial to have adequate representation from underrepresented groups
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For the past 30 years, JSTE has served as an influential voice in science teacher education. This can be seen historically in the heterogeneity and importance of issues explored in research publish...
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