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Expanding the Science Capital in K–12 Science Textbooks: A Notable Doctor’s Insights into Biology & Other Accomplishments of African American Scientists (C. Quinlan, 2020)
This article explores the need to include the science capital and cultural capital of African Americans in science teaching and offers practical exemplars for inclusion in the K–12 science curriculum. The author discusses ideas in the evolution of culture that contribute to the science content and perspectives of current textbooks and their supporting educative curriculum materials. The exemplars provided shed light on the scientific concepts and ideas indicated by the scientific accomplishments and narratives of African American scientists and a notable doctor, Charles R. Drew. The practical considerations described have implications for the disciplinary core ideas in the Next Generation Science Standards, and for understanding the cultural, social, and political values inherent in the nature of science.
This collection serves as a space to gather and share various resources that currently exist that members of the REC Network use to support and enhance Black students learning, engagement, and retention in undergraduate biology education. Resources can include but are not limited to:
- Mentoring Practices, Strategies, and Protocols
- Pedagogical Practices, Strategies, and Tools
- Content (e.g., Scientists Spotlights, Bio - Problems that align, etc.).
Terrell R Morton