And Still I See No Changes: Enduring Views of Students of Color in Science and Mathematics Education Policy Reports

Autor/inn/en	Basile, Vincent; Lopez, Enrique
Titel	And Still I See No Changes: Enduring Views of Students of Color in Science and Mathematics Education Policy Reports
Quelle	In: Science Education, 99 (2015) 3, S.519-548 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21156
Schlagwörter	Educational Policy; Science Education; Mathematics Education; STEM Education; Minority Group Students; Reports; Disproportionate Representation; Equal Education; Critical Theory; Race; Federal Government + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Naturwissenschaftliche Bildung; Mathematische Bildung; STEM; Abschlussbericht; Berichten; Kritische Theorie; Rasse; Abstammung; Bundesregierung
Abstract	Federal education policy reports in science and mathematics education have treated Students of Color consistently over the past two decades, addressing the underrepresentation of minorities in science, technology, engineering, and mathematics (STEM) fields with little regard to actual issues of race and ethnicity. We examine how 17 federal education policy briefs focusing on STEM have addressed issues of equity with regard to Students of Color. We use a critical race theory lens to interpret and understand our findings. We find that the documents used broadly defined, racially essentializing terms; that discourse surrounding race fluctuated, perhaps cyclically, over time; and that arguments for inclusive STEM education were made predominantly from a one-sided economic perspective, favoring the owners and operators of STEM enterprises. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01