Page 470 - Cultural Studies of Science Education

36 Are We Creating the Achievement Gap? 445

are measured in a capitalist society, they are still ideals based upon deficit model
thinking. Therefore, any measurement of them will rarely reveal the hidden deficit
ideologies embedded within them or the vulnerabilities for the loss of culture inher-
ent within testing. The comparison of students is already flawed due to structural
inequities. Current assessment measures only continue to reveal the embedded
deficit ideology within the standards. The social context of the standards should be
examined in order to determine how different cultural knowledge wealth can
expand the participation of students as scientists. Programs where students are
exposed to different types of science research through mentoring, citizen science,
environmental education, international travel, and other enrichment activities ought
to be funded for diverse students throughout the elementary, middle, and secondary
grades.
The current assumptions around science standards and CRTs undermine potential
equity in public science classrooms of Georgia (United States). It is highly reasonable
to assume these issues impact children outside of Georgia, too. If we accept the
challenge of not relying on an “achievement gap” to do our work, what drives us to
examine issues of diversity and culture? Moreover, an examination of teaching
practices, the structure of educational reforms, and consistent implementation of
science embracing and valuing diverse student strengths is needed for teaching
today.

References

American Association for the Advancement of Science. (1993). Benchmarks for science literacy.
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DeBoer, G. E. (1991). A history of ideas in science education: Implications for practice. New
York: Teachers College Press.
Kozol, J. (2005). The shame of the nation. New York: Three Rivers Press.
Leonardo, Z. (2007). The war on schools: NCLB, nation creation, and the educational construction
of whiteness. Race Ethnicity and Education, 10, 261–278.
Lynch, S. J. (2000). Equity and science education reform. Mahwah: Lawrence Erlbaum.
National Research Council. (1996). National Science Education Standards. Washington, DC:
National Academy Press.
Pinar, W. F. (2004). What is curriculum theory? Mahwah: Lawrence Erlbaum.
Sleeter, C. (2005). Un-standardizing curriculum. New York: Teachers College Press.