Amos, J. R., & Hunter, C. D., & Clancy, K. B. H., & Tillman, A. S. (2015, June), Race, Inclusion, and Science: Things That Really Do Go Together  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24636

\bibitem{asee_peer_24636}
  Amos, J. R., \& Hunter, C. D., \& Clancy, K. B. H., \& Tillman, A. S. (2015, June), \emph{Race, Inclusion, and Science: Things That Really Do Go Together}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24636

Jennifer R Amos, Carla D Hunter, Kathryn B. H. Clancy, and Ayesha Sherita Tillman.  "Race, Inclusion, and Science: Things That Really Do Go Together".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24636 Internet.  27 Jul, 2024

\bibitem{asee_peer_24636}
  Jennifer R Amos, Carla D Hunter, Kathryn B. H. Clancy, and Ayesha Sherita Tillman.
  "Race, Inclusion, and Science: Things That Really Do Go Together".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24636 Internet.  27 Jul, 2024

@INPROCEEDINGS{asee_peer_24636
author = "Jennifer R Amos, Carla D Hunter, Kathryn B. H. Clancy, and Ayesha Sherita Tillman"
title = "Race, Inclusion, and Science: Things That Really Do Go Together"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24636}
number = {10.18260/p.24636}
}

TY  - CPAPER
AB  -                 Race, Inclusion, and Science: Things That Really Do Go TogetherThe social sciences contain many tools to encourage students to think more broadly abouthistorical and social contexts of problems in science and society. Social science methodologiesalso contradict the notion of science as a purely objective enterprise, which can be less alienatingfor individuals with identities that have been traditionally marginalized in science. Over the lasttwo years we have introduced social science methodologies and concepts to high school studentsthrough the Girls Adventures in Math Science and Engineering (GAMES) camp as a way to testthe hypothesis that social science may be used to facilitate and improve girls’ engagement withscience. We have found GAMES participants were excited to engage and ask scientific questionsaround the social construction of their identities (e.g., gender, race) and bodies (e.g., body image,stress). The motivation and engagement of these emerging scholars demonstrated the importanceof our model.We will use the success of this project to bring a scientific perspective to societal issues relevantto K-12 education in science more broadly through a train the trainer academy for K-12 teachers.The model will increase our public engagement capabilities by increasing the number of teachersable to implement our science engagement GAMES model in their home school districts andincreasing the number of students who benefit from the GAMES model through our train-the-trainer workshop.Many of the existing science engagement opportunities operate on a “deficit model” form ofscience outreach. That is, they are unidirectional and share new knowledge with the public,under the assumption that the public would become more engaged with science if they just knewmore of it (Hodson 2003). Research on science engagement suggests that sustained interactivemodels are more successful at engaging the public, creating more lifelong learners, bringingunderrepresented minorities and women into science, and retaining them as future scientists(Sadler 2004). The GAMES model brings girls together for a week, consistently engaging themon the relationship to what they are doing in their lab exercises to the real world. This expansionof the GAMES model has the chance to create broader curricular and extracurricular change thatwill enable sustained engagement.Our goal is to work with teachers to develop specific lesson plans to implement in their ownclassrooms which align with next generation science standards, specifically addressingengineering design, connections to literacy in science, and connections to society and theenvironment. http://www.nextgenscience.org/The intended short-term impact of the workshop is to empower educators with unique classroomresources and to encourage continuing education in teaching pedagogy. Teachers willincorporate new scientific knowledge into their curricula, address barriers they might encounterrelated to bringing combined social science experiments into their classrooms, and be seen asleaders in innovative teaching approaches in their district. Some teachers may enableextracurricular activities to further broaden participation at their schools.The intended long-term impact is to enrich the educational experience through science educationthat uses a more inclusive, holistic view of social science integration that piques interest inSTEM disciplines in traditional and nontraditional students, and provides framework for currentissues such as healthcare, health disparities, and environmental impact.Sadler T (2004). Informal reasoning regarding socioscientific issues: A critical review ofresearch. Journal of Research in Science Teaching, 41(5), 513-536.Hodson D (2003). Time for action: Science education for an alternative future. InternationalJournal of Science Education, 25(6), 645-670.
AU  - Jennifer R Amos
AU  - Carla D Hunter
AU  - Kathryn B. H. Clancy
AU  - Ayesha Sherita Tillman
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Race, Inclusion, and Science: Things That Really Do Go Together
UR  - https://peer.asee.org/24636
DO  - 10.18260/p.24636
ER  -