Preservice science teachers' sociopolitical consciousness: Analyzing descriptions of culturally relevant science teaching and students

Abstract

AbstractScience education reforms aimed at narrowing racial achievement gaps often call for educators to make their instruction more inclusive and relevant to students' lives. Culturally Relevant Science Teaching (CRST) requires teachers to develop students' sociopolitical consciousness (SPC) in science, yet little is known about if and how science teachers are enacting this component. Additionally, little research has explicitly examined science teachers' SPC. This study explores the extent to which 10 preservice science teachers describe and report implementing the tenets of CRST in their student teaching placements and examines their SPC. We found that most participants mentioned academic success (the first tenet) and cultural competence (the second tent) in their descriptions of CRST implementation, but only two participants described developing students' SPC (the third tenet). Additionally, we found that the two participants who alluded to developing students' SPC also exhibited a higher level of personal SPC. This key finding supports the theoretical assertion that science teachers' SPC shapes their capacity to fully enact CRST. Our findings underscore the need for teacher educators to cultivate preservice teachers' SPC in science education programs.