Investigating the Development of Science-Literate Identities Through a Multicultural Perspective
Bibliographic Data
| ID | 12764950 |
|---|---|
| Authors | Paulo A Oemig (New Mexico State University, corresponding author), H Prentice Baptiste (0009-0004-8045-3663, New Mexico State University) |
| Year | 2018 |
| Volume | 20 |
| Issue | 2 |
| Pages | 81-91 |
| Publication date | 2018-04-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Multicultural Perspectives (JOURNAL) |
| Journal identifiers | ISSN: 1532-7892 • E-ISSN: 1521-0960 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15210960.2018.1447070 |
| OpenAlex | W2803319611 |
| Language | EN |
| Citations received | 2 |
| References cited | 23 |
The complexity of learning science rests in the fact that it not only possesses a unique lexicon and discourse but also that it ultimately entails a way of knowing. This article involves a case study that examines the academic engagement and perceptions of a group (N = 30) of high school students regarding their science literacy practices. These students were participating in an Engaging Latino Communities in Education (ENLACE) program whose purpose is to increase Latina/o high school graduation rates and assist them with college entrance requirements. The students were enrolled in different science classes to fulfill the science requirements for graduation. The primary research question—What kind of science classroom learning environment supports science-literate identities for ENLACE students?—was juxtaposed with a corollary question: What does multicultural education mean for the science classroom? We incorporate Banks's (2016) five dimensions of multicultural education as interpretative lenses. Overall findings suggest that when Latina/o students are engaged in meaningful laboratory investigations and inquiry activities and when the teaching resembles that of culturally responsive instruction, they are more likely to develop a science-literate identity
Graduation (instrument · Identity (music · Literacy · Mathematics education · Multicultural education · Multiculturalism · Pedagogy · Perspective (graphical · Science education · Scientific Literacy · Sociology · Diverse Educational Innovations Studies · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy
Basics of qualitative research
Visible Learning for Teachers
Social Linguistics and Literacies
Social Linguistics and Literacies
Communities of Practice
Chapter 1 Developing Socially Just Subject-Matter Instruction
Doing and Teaching Disciplinary Literacy with Adolescent Learners
How literacy in its fundamental sense is central to scientific literacy
Literacy in Theory and Practice
Other people's children
Other People’s Children
Langage et pouvoir symbolique
Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics
Chapter 3
Situated Learning
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |