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Equity for Culturally and Linguistically Diverse Students in Science Education: Recommendations for a Research Agenda


by Okhee Lee — 2003

As the student population in the nation’s schools becomes more linguistically and culturally diverse, it is essential to establish a knowledge base that promotes academic achievement and equity for all students. Based on the conception of equity from a cultural anthropology or cross-cultural perspective, the article addresses issues of equity in science learning and teaching for students from diverse languages and cultures. It provides a synthesis of major issues and research findings for effective classroom practices in the multicultural science education literature. Recommendations are also offered for a research agenda that contributes to achieving the goal of science for all, including students from diverse languages and cultures.


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Cite This Article as: Teachers College Record Volume 105 Number 3, 2003, p. 465-489
http://www.tcrecord.org ID Number: 11114, Date Accessed: 10/20/2017 8:25:27 AM

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About the Author
  • Okhee Lee
    University of Miami
    E-mail Author
    OKHEE LEE is Professor in the School of Education at the University of Miami in Coral Gables, Florida. Her research interests include language and culture in student learning, classroom teaching, and teacher change in science education. Her recent publications include “Science Knowledge, Worldviews, and Information Sources in Social and Cultural Contexts: Making Sense After a Natural Disaster, American Educational Research Journal, 36(2) and “Science Inquiry for Elementary Students From Diverse Backgrounds,” in W. G. Secada (Editor), Review of Research in Education (Vol. 26), published by the American Educational Research Association.
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