Increase Participation in Science Education and Make Science More Meaningful

George (1994) identifies eight factors that affect the participation of females and minorities in K-12 mathematics and science:

Attitudes and expectations of parents and teachers
Instructional strategies, such as hands-on experiences, group projects, field trips, and interactions with role models, as opposed to traditional textbook methods
Curricular materials that perpetuate the stereotype of the white, male scientist and ignore the contributions of minority and female scientists
Involvement in out-of-school science activities
Portrayal of scientists in the media as white males or as negative stereotypes
The quality of schools that minorities attend - often poor, under-equipped, and with few science specialists
Tracking or ability-grouped class assignments
Self-image and expectations that often change from high interest and low anxiety about science and mathematics in the early grades to avoidance in the intermediate grades

George (1994) also lists factors that influence the participation of disabled students:

Type of disability
Timing and onset of disability
Issues regarding accommodations
Climate and facilities within schools

Matyas (1987) and Kulm (1988) (both cited in George, 1994) have developed criteria for equitable and effective mathematics and science teaching. If used as general guidelines for the classroom and school, these recommendations can increase the participation of minorities, females, and disabled students and more meaningfully engage all students in scientific learning:

Use hands-on activities.
Develop problem-solving skills.
Foster cooperative learning.
Show enthusiasm and have high expectations for all.
Use gender- and race-balanced oral and written instructions and materials.
Use activities and resources that are familiar within the cultures of a wide variety of students.
Include minority, female, and disabled role models in instruction.

The following materials promote equity in science instruction:

The American Association for the Advancement of Science has outlined suggestions to help educators and parents support the needs and interests of disabled students in science programs in its Barrier-Free in Brief series. These four pamphlets are entitled Access to Science Literacy; Access in Word and Deed; Laboratories and Classrooms in Science and Engineering (which presents specifications and accommodations); and Workshops and Conferences for Scientists and Engineers.
For materials and resources that support equity in the science classroom, use the keyword "equity" when searching the ENC Resource Finder.
An extensive guide entitled, Equity Materials for Mathematics, Science and Technology: A Resource Guide (1994), provides annotations of print materials, resources for career information, and a collection of films, videotapes, slides, and audiotapes. It is available in print from the Consortium for Educational Equity, Rutgers University, The State University of New Jersey, Kilmer Campus, New Brunswick, NJ 08903, 201-932-2071.