District Science Coordinators' Conceptions of and Levers for Advancing Equity Agendas at the Elementary Level

Dados Bibliográficos

ID21392760
AutoresChrista Haverly (0000-0003-0624-7656, Chicago Public Schools Chicago Illinois USA, autor correspondente), Emily Rose Seeber (0000-0003-0206-8087, School of Education University of Michigan Ann Arbor Michigan USA), Angela M Lyle (0000-0003-4873-9499, School of Education University of Michigan Ann Arbor Michigan USA), Elizabeth A Davis (0000-0002-4984-0209, School of Education University of Michigan Ann Arbor Michigan USA)
Ano2026
Volume110
Fascículo2
Páginas479-500
Data de publicação2026-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoScience Education (JOURNAL)
Identificadores do periódicoISSN: 0036-8326 • E-ISSN: 1098-237X
EditoraWiley (PUBLISHER • GB)
DOI10.1002/sce.70018
OpenAlexW4414598897
IdiomaEN
Citações recebidas1
Referências citadas47

Equity is a core feature of science education reform initiatives in the United States, but there is not an agreed‐upon definition of what equity is, resulting in different approaches for the benefit (and exclusion) of different groups. School district leaders, including district science coordinators (DSCs), play many important roles in implementing educational reform efforts, including with regard to equity. For this qualitative case study, we analyzed interview and observational data gathered from 13 DSCs located in school districts across the U.S. of varying sizes and geographic locations to better understand how DSCs understand and advance equity agendas in elementary science from their leadership positions. We found that while most DSCs held conceptions of equity as opportunity and engaged equity‐focused leadership practice to promote this, there was variability. Though many DSCs relied on the district's curriculum materials to enact equity, some DSCs envisioned their role more broadly in the promotion of equity. Finally, though many DSCs conflated equity with equality, some DSCs resisted this prevailing norm to practice equity in more critical ways. Implications from this paper include the importance of DSCs constructing their roles as broader than provisioning curriculum materials and professional development when it comes to promoting equity in the district, and the important role that a diversity, equity, and inclusion department or leader can play in supporting a DSC's equity work

Accountability · Curriculum · Equity (law) · Next Generation Science Standards · Professional development · School district · Science education · Diverse Educational Innovations Studies · Indigenous and Place-Based Education · Teacher Education and Leadership Studies