As the Next Generation Science Standards make clear, equity must be a priority in today’s science classrooms. This means ensuring that all students, regardless of race, gender, and economic or linguistic background, develop positive science-linked identities that allow them to access, evaluate, challenge, and even generate scientific knowledge. Yet, developing positive science-linked identities can be problematic for students who perceive science to be in conflict with other aspects of their identities, such as gender, ethnicity, or economic class. Thus prioritizing equity indicates the need to provide experiences that help all students—and especially those who are historically underrepresented in science—forge positive science-linked identities. This article draws on a yearlong case study conducted in collaboration with a middle grade (5-8) science teacher at an all-female school serving primarily students of color from working class families. Analysis of data, including observations of 102 classes and student interviews and surveys, revealed four promising strategies relevant to all middle school science teachers: (a.) Prioritize communication in science, (b.) Position all students as scientists, (c.) Allow students to be science authorities, and (d.) Demonstrate that science actually matters.
According to this poll, when asked to compare the prevalence of the stereotypical view that scientists are most likely to be white males to 10 years ago, 60% of science educators said that more students are aware that scientists can come from any demographic group. In the same poll, 55% of science educators said their students still see scientists as most likely to be males. [...]25% said that although more students (compared to 10 years ago) are aware that science can be a diverse field, they do not connect those opportunities with their own demographic group. Teachers can promote the idea that science provides a useful foundation for a variety of careers either in science or that build on science (ASPIRES 2013). [...]teachers can demonstrate the importance of learning science, regardless of career aspirations, by empowering students to weigh in, in an informed manner, on scientific questions important to their lives, such as those that appear in the news or government debates. [...]teachers might help their students better understand climate science by engaging them in the Smithsonian Environmental Research Center's Invader ID citizen science project where they would help identify invasive marine invertebrates in order to track changes in coastal environments.
This presentation focuses on data driven research from both a survey and in person interviews to articulate a roadmap for digital collection managers to navigate copyright challenges stemming from the adoption of standardized rights statements and licenses. Barriers to implementation of the RightsStatements.org statements and Creative Commons licenses will be described, including methods to remove such objections to using the standardized rights statements. Additionally, the research will outline the workflows of institutions that have been successful in the application of RightsStatements.org statements, what barriers they met, and the methods that were used to overcome the challenges they faced.