Abstract
An examination of published reports on Free or Reduced-Price Lunch (FRPL) regarding Per Pupil Spending, Technology Resources, Science Course Offerings, and Race and Ethnicity Distribution in FRPL Groups shows that science for all remains an elusive goal in the United States. Science for all requires long-term solutions, including adequate fiscal resources for high FRPL quartile schools and effective policies to ensure quality science learning experiences for low-income students. Teachers in high FRPL schools need access to high-quality instructional resources, technology tools, and effective strategies to engage students in science learning. Schools should invest in technology tools like virtual reality and simulations, and teachers should be prepared to apply inquiry-based pedagogies. Additionally, students in high FRPL schools deserve teachers with context knowledge to teach advanced placement and international baccalaureate courses afforded to students in low FRPL schools. Education stakeholders, including small- to large-scale enterprises and local, state, and federal governments, must collaborate with the scientific education community to eliminate inequalities in science education. Existing socioeconomic disparities in science education remain an impediment to science for all. By addressing the genesis and dynamics of disparities, every student in K-12 classrooms can benefit from a quality science education.
Recommended Citation
Kumar, D. D., & Pecore, J. L. (2024). Is Science for All an Elusive Goal? Disparities in U.S. Science Education. The Journal of the Research Association of Minority Professors, 26(2). Retrieved from https://digitalcommons.pvamu.edu/jramp/vol26/iss2/2
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Elementary Education Commons, Science and Mathematics Education Commons, Secondary Education Commons, Social Justice Commons, Teacher Education and Professional Development Commons