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A frequent conversation in science education is about gender, race, ethnicity (or culture) and disability as they relate an individual’s science identity. The evidence for this comfortability with the conversation is the high number of published research articles that focus on gender, race, ethnicity (or culture) and disability that takes into account the science identity, of girls or women, in particular African Americans, and Hispanics. There is no question that this research is needed, and science educators are very comfortable bringing these issues to the fore front as evidenced by the number of publications. However, a more uncomfortable conversation in science education exists concerning people with disabilities and their science identities as this has not been much considered and included in the discussion, yet. In this chapter, social justice stemming from a lack of knowledge about individuals with disabilities science identities’ will be explored. These comfortable and uncomfortable conversations will be presented and explored as they relate to science identity and to the broader field of science education. The authors have selected three themes for discussion in this chapter; the nature of science, science identity, and social justice. The interconnectedness of these topics will demonstrate that inclusion is not limited to K-12 educational settings but has longstanding impacts to the field of science and engineering careers.
Farland-Smith, Donna and Wysocki, Carrie
"Comfortable and Uncomfortable Conversations in Science Education: A Reflection of Science Identities in Relation to Gender, Race, Ethnicity (or Culture) and Disability,"
Journal of Science Education for Students with Disabilities: Vol. 22
Available at: https://scholarworks.rit.edu/jsesd/vol22/iss1/11
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