Abonnement à la biblothèque: Guest
Journal of Women and Minorities in Science and Engineering

Publication de 6  numéros par an

ISSN Imprimer: 1072-8325

ISSN En ligne: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

Indexed in

BUSTING OPEN THE MERITOCRACY MYTH: RETHINKING EQUITY AND STUDENT ACHIEVEMENT IN SCIENCE EDUCATION

Volume 4, Numéro 2&3, 1998, pp. 195-216
DOI: 10.1615/JWomenMinorScienEng.v4.i2-3.80
Get accessGet access

RÉSUMÉ

The notion that we have a competitive system where all who work hard enough get their just rewards is a myth−a myth that works against successfully implementing equity. To better understand the meritocracy myth, a review of trends in student achievement by socioeconomic status and gender within ethnic groups is presented. Trends from the National Assessment of Educational Progress and the National Longitudinal Study were contrasted with trends from college entrance exams. The results indicate improvement in student achievement and participation, but wide gaps still persist between Anglo-European students and students from other ethnic groups. In addition, patterns of achievement are alarmingly congruent over time and across studies, regardless of ethnicity, gender, and grade level. These pervasive trends require that we reflect upon our role in sustaining the meritocracy myth. Hence, to effect change, equity must be rethought as both a policy and a personal commitment toward social justice.

CITÉ PAR
  1. Kahle Jane Butler, Will girls be left behind? Gender differences and accountability, Journal of Research in Science Teaching, 41, 10, 2004. Crossref

  2. Fraser-Abder Pamela, Atwater Mary, Lee Okhee, Research in urban science education: An essential journey, Journal of Research in Science Teaching, 43, 7, 2006. Crossref

  3. Lee Okhee, Deaktor Rachael A., Hart Juliet E., Cuevas Peggy, Enders Craig, An instructional intervention's impact on the science and literacy achievement of culturally and linguistically diverse elementary students, Journal of Research in Science Teaching, 42, 8, 2005. Crossref

  4. Rodriguez Alberto J., Linking Bakhtin with feminist poststructuralism to unravel the allure of auto/biographies, Research in Science Education, 30, 1, 2000. Crossref

  5. Lee Okhee, Paik Seoung-hey, Conceptions of Science Achievement in Major Reform Documents, School Science and Mathematics, 100, 1, 2000. Crossref

  6. Roth Wolff-Michael, Lee Stuart, Science education as/for participation in the community, Science Education, 88, 2, 2004. Crossref

  7. Rodriguez Alberto J., Making ethnicity invisible in the name of equity: Standard contradictions in thenational science education standards, Multicultural Perspectives, 1, 2, 1999. Crossref

  8. Wang Su, Liu Xiufeng, Zhao Yandong, Opportunities to Learn in School and at Home: How can they predict students' understanding of basic science concepts and principles?, International Journal of Science Education, 34, 13, 2012. Crossref

  9. Liu Xiufeng, Whitford Melinda, Opportunities-to-Learn at Home: Profiles of Students With and Without Reaching Science Proficiency, Journal of Science Education and Technology, 20, 4, 2011. Crossref

  10. Kohlhaas Kay, Lin Hsin-Hui, Chu Kwang-Lee, Disaggregated Outcomes of Gender, Ethnicity, and Poverty on Fifth Grade Science Performance, RMLE Online, 33, 7, 2010. Crossref

  11. Yerrick Randy K., Gilbert Andrew, Constraining the discourse community: How science discourse perpetuates marginalization of underrepresented students, Journal of Multicultural Discourses, 6, 1, 2011. Crossref

  12. Sevier Brian, “What does this have to do with us?”: Pursuing Transformative Possibilities and Cultural Relevancy in a Social Foundations Teacher Education Course, Theory & Research in Social Education, 33, 3, 2005. Crossref

  13. Cone Neporcha, The Effects of Community-Based Service Learning on Preservice Teachers’ Beliefs About the Characteristics of Effective Science Teachers of Diverse Students, Journal of Science Teacher Education, 23, 8, 2012. Crossref

  14. Parker Miranda C., Guzdial Mark, A critical research synthesis of privilege in computing education, 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), 2015. Crossref

  15. Fish Derek, Allie Saalih, Pelaez Nancy, Anderson Trevor, A cross-cultural comparison of high school students’ responses to a science centre show on the physics of sound in South Africa, Public Understanding of Science, 26, 7, 2017. Crossref

  16. Rodriguez Alberto J, Berryman Chad, Using Sociotransformative Constructivism to Teach for Understanding in Diverse Classrooms: A Beginning Teacher’s Journey, American Educational Research Journal, 39, 4, 2002. Crossref

  17. Rodriguez Alberto J., From gap gazing to promising cases: Moving toward equity in urban education reform, Journal of Research in Science Teaching, 38, 10, 2001. Crossref

  18. Rodriguez Alberto J., Courage and the Researcher's Gaze: (Re)defining Our Roles as Cultural Warriors for Social Change, Journal of Science Teacher Education, 12, 4, 2001. Crossref

  19. Hwang Jihyun, Choi Kyong Mi, Bae Yejun, Shin Dong Hoon, Do Teachers’ Instructional Practices Moderate Equity in Mathematical and Scientific Literacy?: an Investigation of the PISA 2012 and 2015, International Journal of Science and Mathematics Education, 16, S1, 2018. Crossref

  20. Kohlhaas Kay, Lin Hsin-Hui, Chu Kwang-Lee, Science Equity in Third Grade, The Elementary School Journal, 110, 3, 2010. Crossref

  21. Lee Okhee, Equity Implications Based on the Conceptions of Science Achievement in Major Reform Documents, Review of Educational Research, 69, 1, 1999. Crossref

  22. Lee Okhee, Chapter 2: Promoting Scientific Inquiry With Elementary Students From Diverse Cultures and Languages, Review of Research in Education, 26, 1, 2002. Crossref

  23. Schindel Alexandra, Tolbert Sara, Rodriguez Alberto J., Engaging in Research Practices as Critical Scholars/Activists: A Metalogue, in Critical Voices in Science Education Research, 17, 2019. Crossref

  24. Lee Okhee, Science Education and Student Diversity: Synthesis and Research Agenda, Journal of Education for Students Placed at Risk (JESPAR), 10, 4, 2005. Crossref

  25. Veloo Arsaythamby, Perumal Selvan, Vikneswary R., Inquiry-based Instruction, Students’ Attitudes and Teachers’ Support Towards Science Achievement in Rural Primary Schools, Procedia - Social and Behavioral Sciences, 93, 2013. Crossref

  26. Shim Soo Won, Between two cultures: an autoethnographic reflection on multicultural competence as a science educator, International Journal of Qualitative Studies in Education, 34, 10, 2021. Crossref

  27. Bird Sharon R., Rhoton Laura A., Seeing Isn’t Always Believing: Gender, Academic STEM, and Women Scientists’ Perceptions of Career Opportunities, Gender & Society, 35, 3, 2021. Crossref

  28. Lee Okhee, Equity for Linguistically and Culturally Diverse Students in Science Education: A Research Agenda, Teachers College Record: The Voice of Scholarship in Education, 105, 3, 2003. Crossref

  29. Kozlowski Diego, Larivière Vincent, Sugimoto Cassidy R., Monroe-White Thema, Intersectional inequalities in science, Proceedings of the National Academy of Sciences, 119, 2, 2022. Crossref

  30. Lee Okhee, Equity for Linguistically and Culturally Diverse Students in Science Education: A Research Agenda, Teachers College Record: The Voice of Scholarship in Education, 105, 3, 2003. Crossref

  31. Kirchgasler Kathryn L., Science class as clinic: Why histories of segregated instruction matter for health equity reforms today, Science Education, 2022. Crossref

  32. Cruz Mateo, Nagy Noémi, Profiles in persistence: A latent profile analysis of multilevel coping strategies enacted among women in the sciences, Journal of Organizational Behavior, 2022. Crossref

  33. Taragin-Zeller Lea, Rozenblum Yael, Baram-Tsbari Ayelet, “We think this way as a society!”: Community-level science literacy among ultra-Orthodox Jews, Public Understanding of Science, 2022. Crossref

12728 Vues d'articles 81 Téléchargements d'articles Métrique
12728 VUES 81 TÉLÉCHARGEMENTS 33 Crossref CITATIONS Google
Scholar
CITATIONS

Articles avec un contenu similaire:

AN INVESTIGATION INTO THE LONGITUDINAL IDENTITY TRAJECTORIES OF WOMEN IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS Journal of Women and Minorities in Science and Engineering, Vol.21, 2015, issue 3
Roxanne Hughes
RESISTING CULTURAL EXPECTATIONS: WOMEN REMAINING AS CIVIL AND ENVIRONMENT ENGINEERING MAJORS Journal of Women and Minorities in Science and Engineering, Vol.22, 2016, issue 2
Maureen D. Neumann, Sandra A. Lathem, Maureen Fitzgerald-Riker
BEYOND EINSTEIN AND EXPLOSIONS: UNDERSTANDING 6TH GRADE GIRLS' AND BOYS' PERCEPTIONS OF PHYSICS, SCHOOL SCIENCE, AND STEM CAREERS Journal of Women and Minorities in Science and Engineering, Vol.26, 2020, issue 6
Emily A. Dare, Gillian H. Roehrig
Middle School-Aged Children's Attitudes toward Women in Science, Engineering, and Technology and the Effects of Media Literacy Training Journal of Women and Minorities in Science and Engineering, Vol.12, 2006, issue 4
Stephanie Higdon, Yaschica Williams, Nikki Crocker, Paul Nwulu, Sarvani Kuchibhotla, Jocelyn Steinke, Aletta Zietsman-Thomas, Maria Lapinski
ASPIRING TO THE ROAD LESS TRAVELED: FACTORS INFLUENCING BLACK MALES’ PURSUIT OF ENGINEERING GRADUATE DEGREES Journal of Women and Minorities in Science and Engineering, Vol.29, 2023, issue 5
Joshua D. Wallace, Brian A. Burt, Blayne D. Stone, Jr., Tiaira Porter

Prochains articles

Mitigating Barriers, Scaffolding Success: Institutional Supports for Black Undergraduate Women in Engineering Programs Meseret Hailu, Neelakshi Rajeev Tewari, Brooke Coley Underrepresented Students Pursuing Mathematics-Intensive Degrees: Changes after Transitioning to College Alison Marzocchi What do STEM Clubs do? The Effect of College Club Participation on Career Confidence and Gender Inclusion Guillermo Dominguez Garcia, Jennifer Glass Validating Practices and Messages that Promote Women’s Engineering Classroom Belongingness: An Intersectional Approach Dina Verdin, A Lili Castillo Examining the Role of Institutional Support on International Doctoral Women’s STEM Persistence and Mental Health Aisha Farra, Aashika Anantharaman, Sarah Swanson, Kerrie Wilkins-Yel, Jennifer Bekki, Nedim Yel, Ashley Randall, Bianca Bernstein Searching for safe space: Student veterans’ uneven pathways to STEM careers by race Brittany Hunt, Jae Hoon Lim Does Race, Ethnicity or Gender of the Mentor Affect Whether They Will be a “Good Mentor”? A Qualitative Analysis of Students’ Perceptions Reuben May, Christine Stanley, America Soto-Arzat, Jennifer Ackerman PSYCHOLOGICAL SAFETY AND TEAM MEMBER EFFECTIVENESS OF MINORITIZED STUDENTS IN ENGINEERING EDUCATION Behzad Beigpourian, Matthew Ohland Perceptions of Department Chair Roles and Responsibilities in Career Progression and Success of Women STEM Faculty Stephanie Jones, Patricia Ryan Pal “Barbed-Wire Boundaries”: Hidden Curriculum, First-Generation and Low-Income Engineering Students, and Internship Acquisition Jerry Yang, Joseph Towles, Sheri Sheppard, Sara Atwood “I Want to Make an Impact”: The Science Identity and Career Goals of Black and Latinx Science and Engineering Postdoctoral Scholars Sylvia Mendez, Kathryn Watson, Kathryn Starkey, Valerie Conley Care Work, Science Brokering, and Career Motivations: How Hispanic/Latinx Young Adults in STEM Express Social Agency during the COVID-19 Pandemic Angela Frederick, Angelica Monarrez, Danielle Morales Bridging the gap: A sequential mixed methods study of trust networks in graduate application, admissions, and enrollment Cynthia Villarreal, Julie Posselt, Theresa Hernandez, Alexander Rudolph
Portail numérique Bibliothèque numérique eBooks Revues Références et comptes rendus Collections Prix et politiques d'abonnement Begell House Contactez-nous Language English 中文 Русский Português German French Spain