From professional lives to inclusive practice: Science teachers and scientists' views of gender and ethnicity in science education

To provide insight into issues of gender and ethnicity in science education , we examine the views of approximately 60 secondary science teachers and u niversity scientists from three different research projects. In each projec t, participants and researcher explored the intersection of professional an d personal identities; views of the nature of science; beliefs related to s tudents' experiences in science education; and kinds of curricular and inst ructional strategies used to promote access and equity for all students. Pa rticipants' interviews were analyzed qualitatively for patterns across thes e four dimensions of inclusive science education. Analysis of data revealed a wide range of beliefs and experiences along each dimension. From our fin dings, we argue for careful examination of the ways identities shape instru ctors' professional experiences and educational practices; critical, constr uctive conversations about feminist science studies scholarship between pro fessional developers and science teachers or scientists; and reasoned refle ction on how views of students can inform recommendations for inclusive con tent and instruction. We conclude with the call for increased sophisticatio n in the conceptualization and implementation of solutions to the "problem" of women and ethnic minorities in science education, for balancing recogni tion of systematic gender and ethnic bias with sensitivity to instructors a nd students' diverse interests and experiences. (C) 2000 John Wiley & Sons, Inc.