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The Role of Children's Racial Identity and Its Impact on Their THE ROLE OF CHILDREN’S RACIAL IDENTITY AND ITS IMPACT ON THEIR SCIENCE EDUCATION by Lisa Mekia McDonald Dissertation Committee: Professor Felicia Moore Mensah, Sponsor Professor Denise Mahfood Approved by the Committee on the Degree of Doctor of Education Date: ___________________________________February 12, 2020 Submitted in partial fulfillment of the requirements of the degree of Doctor of Education in Teachers College, Columbia University 2020 ABSTRACT THE ROLE OF CHILDREN’S RACIAL IDENTITY AND ITS IMPACT ON THEIR SCIENCE EDUCATION Lisa Mekia McDonald Racial identity plays an important role in the development of children’s narratives. In the structure of the classroom there is a disconnect for students between home and school. The structure of the classroom consists of the social relationships that children have with their peers and teachers. The structure of the classroom also includes how the classroom is set up for learning, such as the curriculum. Racial identity is also a valuable aspect in the construction of knowledge as children learn science. Racial identity is not often addressed with young children and science. Young children need to be able to see themselves in science regardless of their own race or ethnicity. Critical race theory (CRT) was used to examine and situate the context of race with children’s identity. Sociocultural theory was used to describe their process of learning. The participants of this study included 10 children in grades 3 through 5 who attended a diverse urban school located in New York City and their parents (10 parents). A qualitative approach was used to allow both children and parents to share their perspectives on their experience with science and difficult topics that pertain to race and/or skin color. The research designed was mixed methodologies to draw from narrative inquiry and then quantitative methods were used in the design of the Likert-surveys. Qualitative findings address the intersections of race, community, and school for elementary children as they navigate their racial and science identities. The context of race and racial identity was apparent for all 10 participants. Each participant had experience with the social context of race and had expressed feelings about race through dialogue at home and/or at school. This indicates that the role of family socialization regarding conversations about race and skin tone influences children. By examining the racial identity development of children, this study provides science educators with perspectives on how to gauge students’ learning of science and their accessibility to science. The conceptualizations of scientist varied based on the children’s experiences and stereotypical images of science. Overall the findings indicate how family and school are situated in one’s community of practice. The influences of both family and school contribute to one’s identity and how they see the world from a racially and scientifically. Notions of race and science were not dependent on each other. The next steps include examining more in-depth racial socialization of families, the positionality of teachers, and the role of school-university partnerships in science identity development. © Copyright Lisa Mekia McDonald 2020 All Rights Reserved ii DEDICATION To my grandmother, for the long days and nights in taking care of me. I am so blessed to have a grandmother like you, forever selfless and dedicated. This degree is for your love and passion as you guided me to the best person I can be. When I felt as if the world had left me, you wrapped your arms around me and told me I would be okay. You would always say the Lord would never leave me or forsake me and that I can do all things through Christ which would strengthen me. You too have done the same. Even though you are not here with us, I can feel you at every beat. We did it, Grandma! To my beautiful daughter, Ava-Kai your enjoyment for life, others, and science is a true testament as to why I have done this work. Your curiosity about the world is contagious and how you see the world. Continue to shine your light. I love you with all my heart. Thank you for taking care of me along this journey. You have attended the majority of my classes with me, been present at presentations, came to each of my studies and sat in the hall, and you have held my hand each step. iii ACKNOWLEDGEMENTS First and foremost, I would like to give praises to our Lord most high and my grandmother. Every time I thought I could not make it; the Lord and my grandma have been my side. They have seen the light in me before I could see it in myself. I remember grandma saying “I hope you’re spending all this time and money to be a doctor”. I replied “Yes grandma!” I started this journey while my grandmother was still living; she was my best friend, healer, and protector. When she left this world, she passed the torch on to my daughter and to our village members. Thank you to my daughter Ava-Kai, who started this journey from the very beginning. Without her love and patience, I would not be the mom I am today. From our long train rides to get home to long evenings in class to her telling me that she loves me and that one day I would finish. I remember the first time you fell in love with science, you were just 3 years old and was already using pipettes to mix color at summer camp. From that experience, you have learned to explore the world with the focus of inquiry and question. Continue to be great and to be you. No matter how hard it may get, keep fighting and share your passion. I thank my advisors Dr. Felicia Mensah and Dr. Denise Mahfood who never gave up on me. As well as my committee members Dr. Amy Stuart-Wells and Dr. George Gushue for their questions and comments during the final oral defense. Dr. Mensah I appreciate you for being my advisor, adopted mom, and mentor along this journey. iv When we first met, I was just a pre-service teacher and 7 months pregnant. You sparked something inside of me; you inspired me to be the best educator I can be. I can still hear the questions you posed on our first meeting that hot summer day in May 2011: “How are you going to teach science to kids in urban environments like NYC?” “How are you going to incorporate social justice teaching in all that you do to promote critical literacy?” Well Dr. Mensah, I have been doing it because of your passion for science education. I am so proud of you and am blessed to have you in our lives. Keep pushing me! I also thank Jennifer Kaiser for giving me agency and helping me find my voice without your guidance I would not be the teacher I am today. It is your class where I taught my first science lesson and embraced my calling. I also thank you for being there for me and my daughter. You are her second mother. To the students and families who have participated, thank you for allowing me to share your voice and give insight to the field of science education. To every educator, student, and their families who have helped me along this journey. -LMM TABLE OF CONTENTS Chapter I – INTRODUCTION ........................................................................................... 1 My Positionality ................................................................................................... 2 Cross-Racial Understandings of Children ........................................................... 8 Purpose of the Study .......................................................................................... 10 Research Questions ............................................................................................ 11 Organization of the Chapters ............................................................................. 12 Chapter II – LITERATURE REVIEW ............................................................................. 13 Achievement Gaps in Science Education .......................................................... 14 Racial Identity .................................................................................................... 15 The Discourse of Race in the Classroom ........................................................... 17 Science Education and the Role of Race ........................................................... 22 Discourse and Representation of Race in Science Education ............................ 23 Science Achievement Gaps....................................................................... 24 Theories of Identity in Science Education ................................................ 26 Racial Identity Development .................................................................... 28 Intersectionality......................................................................................... 30 Intersectionality and Family Social Structures ......................................... 31 Intersectionality and Schooling................................................................. 33 Family or Parental Involvement in Science .............................................. 34 Theoretical Framework ...................................................................................... 35 Sociocultural Theory ................................................................................. 36 Critical Race Theory ................................................................................. 37 Chapter III – METHODOLOGY ...................................................................................... 40 Research Design: Mixed Methodologies ..........................................................
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