| Description |
Latin Americans continue to experience discrimination and oppression in science spaces. Science classroom curriculum in the 20th century focuses on investigation-based learning. There is an assumption that when students engage in practicing science and learning by doing, it results in inclusive education in science classrooms. However, assumptions as such lead to a lack of acknowledgement of the historical discrimination Latin-American students have faced, and continue to face, when building of scientific knowledge. The purpose of this study was to research what makes Latin-American students feel heard, seen, and included in science classrooms. Although there is mention of curriculum and pedagogy, this study focuses on the lived experiences of former and current secondary-level science students with Latin-American roots. Latin-American teachers and students from a school in central New Jersey were interviewed about their experiences in their former and current science classes. Qualitative data collected from their answers showed that Latin-Americans continue to face discrimination in science spaces. Students reports several incidents where former science teachers made them feel excluded from the classroom, including not being allowed to communicate in their home language. Other findings suggest that teachers are a powerful tool to cultivate an environment where students feel welcomed, utilizing words of endearment such as lindo and alegre. Data from interviews and observations also show that students crave for more culturally representative stories included in the science curriculum and their overall educational experience. Finally, based on my findings, it was evident that Latin-American students' own interests, abilities, talents, and identities are the asset that ultimately empowers their own educational experience in science learning. Such identity-inclusive experiences lead to Latin-Americans students see themselves fit in the world of science on a day-to day basis. |
