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Educational Equity and Science and Mathematics

This article examines the issue of educational equity, particularly in the fields of science and mathematics. It discusses the history of educational equity, defines equity, and explores the underrepresentation of minority groups in science and math. The article also suggests strategies for teachers to promote equity in these subjects.

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Educational Equity and Science and Mathematics

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  1. Educational Equity and Science and Mathematics Raynice Jean-Sigur, Ph.D.

  2. Educational Equity • Inequality still exists in today’s schools • De facto segregation ( housing patterns and flight of middle class population from urban areas) • Equality of the results, and equality of opportunity

  3. History of Educational Equity • 50 year period search for equality and search for community • Brown vs. Board of Education-banished separate but equal in education; start of integration of schools; basis for many other court cases for equality for students and education

  4. Educational Projections • By the year 2020, European American students will be a minority in the nation’s schools • 2000-2005 period, Latino and African American and other minority students in urban areas will experience a form of de facto segregated schooling because of such factors as housing and immigration patterns, white flight, escalating violence.

  5. What is Equity? • It is logical and has different interpretations • It should be defined by the way it will guide the work needed • The interpretation of the definition may cause debate • The interpretation may vary across settings

  6. Definitions of Equity • Method of distributing resources to groups and is linked to excellence regardless of race, ethnicity, economic status etc (Sirotnick) • Providing children with and educational opportunity and what they find when they arrive at that opportunity (Eisner) • Equity is not to be confused with sameness in education or equality or identical experiences-equity my require different treatment according to relevant differences. (Bennett)

  7. More on Equity • Equity for minority students can be achieved through school wide reform • Examine quality and nature of school curriculum for diverse student body and high quality programs for all students • Classroom teachers should reflect on their • Self-knowledge • Knowledge of cultural values and behavior codes of students • Knowledge of learning and teaching • Cross-cultural communication and skills (Gay)

  8. Educational Equity Exists When Certain Conditions Exist Physical and financial conditions-students should have the opportunity to study in schools that are similar in terms of physical dimensions, attractiveness, educational equipment and safety. Money spend on students education should be equivalent Quality of teachers should be similar Educational Outcomes should be similar Opportunity to learn should be equivalent

  9. Statistics on Science and Mathematics • African Americans make up 12% of population but only 5 % hold bachelor’s degrees and 1% have Ph.D. in math and science. Only 2% are employed as scientists and engineers • Hispanic Americans make up 9% of population yet 0.3% hold bachelor’s degrees and holy 0.11% have Ph.D. is science and engineering. 0.3% are scientists and engineers • Women represent 43% of population but only 22% have bachelor’s degrees and only 13% have Ph.D. in mathematics and science. 10% of all scientists and engineers.

  10. Why underrepresentation? • Negative attitudes toward math and science • Limited extra curricular activities around math and science • Lack of information about science related careers • Test scores • Lack of role models

  11. What can teachers do? • Exposure to famous scientists and mathematicians and role models • Encourage diversity and science and math • Exposure to extra curricular activities and science and math • Include diverse learning styles in teaching • Provide workshops and assistance with science and math concepts

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