Second-class citizens, first-class scientists: Using sociocultural perspectives to highlight the successes and challenges of African American scientists during the jim crow era

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Abstract

Abstract The National Science Education Standards and the Benchmarks for Science Literacy emphasize the need to focus science, technology, and society (STS) as a part of science instruction. Thus, science teacher educators have a sound and rationalized basis for pursuing societal matters in science education. Within these societal matters rests the need to explicate the roles of African American scientists in the development and successes of the United States. This chapter will attempt to highlight the best of what we know about science teaching and learning, sociocultural theory (SCT), and Black scientists, who succeeded during the Jim Crow period in the United States, to create a knowledge base for secondary science teacher educators and candidates. Aspects of Critical Race Theory (CRT) will be used to connect our exploration of Black scientists to the science education we hope to share with future science teachers. Several activities and strategies are offered as starting points for expanding and enhancing the dialogue.

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Butler, M. B. (2014). Second-class citizens, first-class scientists: Using sociocultural perspectives to highlight the successes and challenges of African American scientists during the jim crow era. In Multicultural Science Education: Preparing Teachers for Equity and Social Justice (pp. 29–39). Springer Netherlands. https://doi.org/10.1007/978-94-007-7651-7_3

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