The Wisconsin Department of Public Instruction supports equity and access in science education, emphasizing quality science learning for all students, racial justice, and specific actions to sustain cultural ways of doing science and eliminate ongoing prejudice within the scientific world. A DPI Science Education Equity Committee along with the Wisconsin Society of Science Teachers (WSST) developed this Equity and Access in Science Education Position Statement. It is an official statement of the Wisconsin DPI, WSST, and the WI Science Education Community. We encourage you to make reflection on this statement, and concrete actions in relation to these ideas, an ongoing part of your district science discussions.
The resources below support equitable science instruction; however, the critical element for equity in science is providing all students with high-quality, standards-based learning that connects to their interests and identities.
- Wisconsin Science Education Book Study - each year has a different focus, with 2020-21 specifically focusing on equity each month. This site shares articles and readings for group discussion. All are welcome to participate - email Kevin (link below) for registration information.
- Global Scientists - a listing of current scientists from various cultures and backgrounds across the world, with details on which standards their research relates to and related classroom resources such as lesson plans, books, articles, and videos.
- Project READY (Reimaging Equity and Access for Diverse Youth) - an excellent series of short learning modules from a coalition of North Carolina library leadership and K-12 and higher education school leaders - they guide you through learning on racism, implicit bias, equity, colonialism, inclusion, and relationships.
- Bias and Ethical Issues in Science - historical (and current) practice of science has biases and ethical issues. This resource notes useful articles and books to understand the following: 1) historical and current bias and racisim in the practice of science; 2) how to expand thinking of what counts as "knowledge" in science; 3) ideas for concrete steps to address these challenges.
- Tools and Resources to Support All Learners - a range of resources including Doing and Talking Math, Science and STEM Teaching Tools, and ideas from Wisconsin educators on the importance of a Native perspective on science learning
- WI Phenomena Listing - updated list (Nov 2020) that includes more phenomena relevant to an urban environment. As noted in this article by Okhee Lee, using local, relevant phenomena is an important equity strategy.
- Professional Development Modules for Equitable Science - ACESSE project modules that support meeting the needs of all learners, particularly in assessment strategies
- Doing and Talking Math and Science - resources from this UW-Madison project were developed in conjunction with Wisconsin teacheres. Resources support effective science classroom dialogue for all students, particular for multilingual learners.
- STEM Teaching Tools focusing on equity:
- Overview: How Can We Promote Equity in Science Education?
- Teaching Science/STEM in Ways that Build on Indigenous Peoples' Rights
- Why it's important to consider Native ways of thinking about science, even without many (or any) Native students in your classroom - statements from Jason Dropik and Dr. Mark Powless, Indian Community School, and Rick Erickson, Bayfield HS.
These resources come from the ACESSE project supported by the University of Colorado, University of Washington, and the Council of State Science Supervisors
- Webinar on supporting the science learning of students receiving special education services