We know that our current education system is not working for many students. Research has consistently shown us that students from non-dominant communities face opportunity gaps in their education. Science education is a particular area of concern. We understand the importance of having diverse innovators, as well as the potential for career advancement that the sciences can bring. Additionally, the reality that members of these communities are also disproportionately impacted by environmental justice issues makes a strong science background even more important.

There is more and more research on how to increase equity in science education. Here are just a few of the ways that we can continue working to remove barriers at the classroom level and help students reach their full potential. Not surprisingly, they are also best practices that benefit all students.

Science in Local Life

We know that focusing on science as it appears in our everyday life can make it more meaningful. Consider looking at the cultural implications of science in your community. Start by asking the question: What is valued by your community that is also “science”? One fitting example, in an area with ties to agriculture, is looking at weather and climate as it relates to growing seasons. Or chemistry as it relates to crop rotation and soil health. Science can be better understood when it is a part of our lived experience and when it can be seen as a social accomplishment. Can students share how members of their community show up in science, or in science-related careers? Leveraging cultural knowledge can also increase positive identification with science.

Building on Prior Interest

Research shows that personal interest can be the most significant factor in engaging children in science. Designing learning experiences around students’ interests are known to increase engagement and retention. Can lessons be developed around the science of sports, popular music, or other trends to heighten interest? Interests and identity, however do not exist in isolation. They need to be considered in their social and cultural context. Research suggests that interest in science in early adolescence can be a predictor of attaining a college degree in a science field.

Communicating and Meaning-Making

Students from historically non-dominant groups are more successful in classrooms where open discussion about topics are allowed to flow naturally. Traditional classroom management styles sometimes stifle healthy discourse between students that could otherwise assist with meaning-making. Allowing students to talk through their work can actually deepen learning and broaden participation. Creating inclusive community standards is an essential part of this. Students need to feel safe from judgment when talking through their learning. Less focus on quick, “correct” answers, and more on productive discussions that address the how and why the conclusions more meaningful. Increasing wait time is another easy barrier to remove as it encourages broader participation from all.

Authentic Experiences

When students are able to participate in authentic and meaningful science-related experiences in their communities, they are more likely to become engaged in science. As an example, students learning about real world problems like pollutant-related health inequities in their community who then are able to engage in the problem-solving, like sharing data with their local public health officials. This kind of impactful experience can increase engagement in both science and community advocacy. Students can promote environmental justice while also learning about the value of science. Smaller scale community science (formerly known as “citizen science”) projects have the potential to create a similar impact– the more local the connection the better.

These are just a few ways to start moving forward on our journey toward equitable science education. Working on more inclusive classroom practices is a great beginning strategy. Allowing students from all backgrounds to see themselves as scientists, now and in the future. These approaches benefit all students and the greater good, as we prepare for a diverse scientific workforce to innovate, create, and solve the problems of tomorrow.