back to Enhancing Diversity

Infusing Cultural Connections to Enhance Science Education:  A professional development program for elementary and middle school teachers
Honolulu, Hawaii, February 2006

Elizabeth Rogers, COSEE-SE - elizabeth.rogers@scseagrant.org
Lundie Spence, COSEE-SE - lundie.spence@scseagrant.org

 Infusing Cultural Connections poster PowerPoint (7.3mb)

Abstract
The Coastal Legacy Program makes science education culturally relevant for middle school teachers of NC, SC, and GA.  This professional development model developed by the Center for Ocean Sciences Education Excellence – SouthEast engages teachers in fundamental science and mathematics concepts integrated with the rich cultural history of the Low Country and local sea islands. Coastal Legacy activities comprise a year long program to develop strategies, lessons and networks to increase access to the ocean sciences for underrepresented and underserved populations. 

The vehicle for addressing fundamental science and mathematics concepts is the inclusion of African American Gullah/Geechee culture and regional rice industry.  Teachers learn strategies to capitalize upon the rich heritage and coastal resources, as they experience coastal and ocean science using culturally significant resources, traditions, and knowledge.  For example, participants of the program investigate ocean currents and trade winds by focusing on the historical context of the Middle Passage. 

“Culturally relevant instruction”, a strategy developed by science education researchers, is the premise for our program’s development. Since many characteristics of African American children are rooted in West African culture which has implications on the way that these children learn and think about their world (Hale, 1982). Teachers who pretend not to see students’ racial and ethnic differences are limited to meeting the student’s educational needs (Ladson-Billings, 1994; Kahle, Meece, & Scantlebury, 2000). Studies indicate that minority children perform more tasks correctly when taught in a culturally relevant environment (Parsons, 2003).  For this reason, the Center for Ocean Sciences Education Excellence SouthEast (COSEE-SE) is testing an innovative strategy to make ocean science more relevant by engaging teachers in the rich cultural connections among many African Americans and the coastal environments. 

Hale, J.E. (1982). Black Children: Their roots, culture, and learning styles.  Baltimore: The John Hopkins University Press.

Kahle, J. B., Meece, J., & Scantlebury, K. (2000). Urban African-American middle school science students: Does standards-based teaching make a difference? Journal of Research in Science Teaching, 37, 1019-1041.

Ladson-Billings, G. (1994). The Dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.

Parsons, E.C. (2003, January). Culturally Relevant Instruction:  Exploring the influences achievement of targeted group. Conference proceedings from International Conference on Education, Honolulu, Hawaii.

top of page