年間 6 号発行
ISSN 印刷: 1072-8325
ISSN オンライン: 1940-431X
Indexed in
BUSTING OPEN THE MERITOCRACY MYTH: RETHINKING EQUITY AND STUDENT ACHIEVEMENT IN SCIENCE EDUCATION
要約
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.
-
Kahle Jane Butler, Will girls be left behind? Gender differences and accountability, Journal of Research in Science Teaching, 41, 10, 2004. Crossref
-
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
-
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
-
Rodriguez Alberto J., Linking Bakhtin with feminist poststructuralism to unravel the allure of auto/biographies, Research in Science Education, 30, 1, 2000. Crossref
-
Lee Okhee, Paik Seoung-hey, Conceptions of Science Achievement in Major Reform Documents, School Science and Mathematics, 100, 1, 2000. Crossref
-
Roth Wolff-Michael, Lee Stuart, Science education as/for participation in the community, Science Education, 88, 2, 2004. Crossref
-
Rodriguez Alberto J., Making ethnicity invisible in the name of equity: Standard contradictions in thenational science education standards, Multicultural Perspectives, 1, 2, 1999. Crossref
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
Kohlhaas Kay, Lin Hsin-Hui, Chu Kwang-Lee, Science Equity in Third Grade, The Elementary School Journal, 110, 3, 2010. Crossref
-
Lee Okhee, Equity Implications Based on the Conceptions of Science Achievement in Major Reform Documents, Review of Educational Research, 69, 1, 1999. Crossref
-
Lee Okhee, Chapter 2: Promoting Scientific Inquiry With Elementary Students From Diverse Cultures and Languages, Review of Research in Education, 26, 1, 2002. Crossref
-
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
-
Lee Okhee, Science Education and Student Diversity: Synthesis and Research Agenda, Journal of Education for Students Placed at Risk (JESPAR), 10, 4, 2005. Crossref
-
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
-
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
-
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
-
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
-
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
-
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
-
Kirchgasler Kathryn L., Science class as clinic: Why histories of segregated instruction matter for health equity reforms today, Science Education, 2022. Crossref
-
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
-
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