Serving the Historically Underserved and Underrepresented

Historically, females and persons of certain ethnic backgrounds have been underrepresented in science careers. Ethnic groups that are considered historically underrepresented in science careers include African Americans, Hispanics, and Native Americans. Underrepresentation means that the percentage of individuals in that group going into science careers is significantly less than the group's percentage in the general population.

A variety of reasons has been postulated to explain the historic underrepresentation of the identified ethnic groups and females. Reasons that have been put forth to explain the lower involvement of these students in science have been related to differences in culture and/or cognitive style that affect how these students approach classroom tasks. Some of the difference may be attributed to socioeconomic status, cultural value systems, student anxiety about personal situations, and lower teacher expectations.

The traditional teacher-centered lecture approach does a poor job of getting and keeping these students involved in science. Having the student actively engaged in the learning process improves student attentiveness, motivation, and consequently mastery of content. The hands-on approach is very compatible with the constructivist view of teaching, that demands that students clarify their context of prior knowledge before attempting to learn new materials.

Hands-on approaches present information using a variety of modalities, at least some of which are sure to conform to every student's unique style of learning. Students who come to class with different backgrounds have an opportunity to share knowledge and build upon each other's strengths as they work together in the small groups that are normally a part of hands-on instruction. Students from cultures that discourage confrontation or being the "first to get the right answer" tend to be more successful in the less competitive environment.

In addition to using hands-on and related instructional approaches, teachers teaching students from historically underserved and underrepresented groups must also be sure to expose the students to appropriate role models. Students need to know that others like themselves have been successful in science careers. Girls need to meet and read about successful female scientists. Hispanics, African Americans, and Native Americans need to know that persons of their ethnic backgrounds have been successful in science careers.

If at all possible, students should be given opportunities to interact directly with role models. Inviting role models to share their stories honestly with small groups and/or classes of students is one way to help broaden student views of who does science. Such sessions also help students gain a more realistic view of what it is scientists do. Arranging for role models to serve as mentors or persons students can "shadow" provides for more in-depth interaction that may be critical in helping students see themselves as future scientists. Regardless of the depth of exposure to role models, the experience is important because students and their parents come to identify with the role models, they find inspiration in their life stories, and they learn vicariously from their experiences.

Hands-on approaches to instruction and exposure to role models are key strategies that have the potential to keep more students in the science career pipeline. If America is to be successful now and into the 21st century, it is imperative that education be structured to develop the potential of all students.