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Science, Language, and Families: Constructing a Model of Steps to College Through Language-Rich Science Inquiry

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Moving the Equity Agenda Forward

Part of the book series: Cultural Studies of Science Education ((CSSE,volume 5))

Abstract

In this chapter, we propose a new framework for collaborative science education with English language learners based on bringing together three educational components: (a) engaging students, parents, and teachers together in bilingual science learning and preparation for college; (b) authentic science practice; and (c) academic language development to support language-rich science inquiry. We describe the model and how we applied it during a bilingual project for Latino/a middle school students and their families that focused on preparedness in science as a point of entry to higher education. Our work with this model evolved over 2 years of leading inquiry-based science workshops in university laboratory settings where students, their parents, and their teachers all engaged bilingually in science learning together. We present findings that focus on changes in the workshop participants’ ideas about science, academic success, and higher education. We suggest that further work with this and related models of collaborative science learning could provide positive examples of successful academic engagement with Latino/a students and families.

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Author information

Authors and Affiliations

  1. Department of Elementary and Social Studies Education, University of Georgia, 630 Aderhold Hall, Athens, GA, 30602, USA

    Cory A. Buxton, Martha Allexsaht-Snider & Carlos Rivera

Authors
  1. Cory A. Buxton
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  2. Martha Allexsaht-Snider
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  3. Carlos Rivera
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Corresponding author

Correspondence to Cory A. Buxton .

Editor information

Editors and Affiliations

  1. Department of Education, University of California Santa Barbara, Santa Barbara, CA, USA

    Julie A. Bianchini

  2. Curriculum and Instruction School of Education, Indiana University, Bloomington, IN, USA

    Valarie L. Akerson

  3. Department of Teacher Education, Michigan State University, East Lansing, MI, USA

    Angela Calabrese Barton

  4. School of Education, University of Miami, Coral Gables, FL, USA

    Okhee Lee

  5. Department of Curriculum and Instruction College of Education, Purdue University, West Lafayette, IN, USA

    Alberto J. Rodriguez (Mary Endres Professor of Teacher Education) (Mary Endres Professor of Teacher Education)

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Buxton, C.A., Allexsaht-Snider, M., Rivera, C. (2013). Science, Language, and Families: Constructing a Model of Steps to College Through Language-Rich Science Inquiry. In: Bianchini, J.A., Akerson, V.L., Barton, A.C., Lee, O., Rodriguez, A.J. (eds) Moving the Equity Agenda Forward. Cultural Studies of Science Education, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4467-7_15

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