Socially Transformative Science Pedagogy for African American Males: Dispatches from the Vanguard

Abstract

Although there is a significant body of work that underscores the importance of pedagogy aimed at being responsive to students' unique racial, ethnic and cultural backgrounds, there is relatively little work that helps science practitioners to understand what this pedagogy looks like in practice. Drawing on Mutegi's (2011) description of socially transformative mathematics and science curriculum and Ladson-Billings' (1995) framing of culturally responsive pedagogy, this article describes a four-week summer science camp for African American adolescent males. The article employs the methodological approach of Critical Race Theory in order to illustrate for the reader what socially transformative and culturally relevant science instruction might look like in practice.

Full text

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Abstract
Although there is a significant body of work that underscores the
importance of pedagogy aimed at being responsive to students’ unique
racial, ethnic and cultural backgrounds, there is relatively little work that
helps science practitioners to understand what this pedagogy looks like in
practice. Drawing on Mutegi’s (2011) description of socially
transformative mathematics and science curriculum and Ladson-Billings’
(1995) framing of culturally responsive pedagogy, this article describes a
four-week summer science camp for African American adolescent males.
The article employs the methodological approach of Critical Race Theory
in order to illustrate for the reader what socially transformative and
culturally relevant science instruction might look like in practice.
"
Key$words:$D=(0=+'(()"J2-:$,-&12"324'5$5)H"#$%&'(()"*+',-.$+/'0&12"
D=++&%=(=/H"6.+&%',"6/2+&%',"#%&2,%2H"K=04$$+"A4=%'0&$,H"#*A7"
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One of the most persistent problems of science education practice
for at least the past 30 years has been the low academic performance of
African Americans as compared to students from other racial groups.
While in no way implicating African Americans as the source of the
problem, differential trends have been documented at many levels. For
example, African Americans have consistently comprised fewer than two
percent of all practicing Ph.D.-holding scientists since these statistics were
first recorded in 1979 (National Science Board, 2000). Similarly, large-
scale statistical studies show that African American high school students
far under-perform their peers. Muller, Stage and Kinzie (2001) report
NELS data which show that the mean science score of African American
12th graders (male and female) is lower than the mean science score of
White 8th graders.
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i The author used related terms (e.g. Afro American, Black, Negro, etc.). These did not produce
more articles on African American/Black children.
ii Baba is the title used to address camp counselors. It is a Swahili word used by younger people to
refer to older men.