Science in the City: Culturally Relevant STEM Education (Race and Education)

My students love this book. It has been very inspirational.

I am using this book for a book club for science teachers. It opens doors for all students to participate and be successful in science. Science isn't about big science vocabulary words but about conceptual understanding. This book is a must for science teachers!

Immensely valuable.For too long, the rift between theory and practice has divided K-12 teachers and higher education researchers. Yet, with Science in the City, Dr. Brown has form a bridge that helps all educators better perform their primary mission - educating students.What distinguishes Science in the City from other research texts is its immediate applicability. It is not some distant, irrelevant theory; instead it is sound practical pedagogy reinforced with relevant research.

The first chapter had me agreeing with everything!

An educators dream. This text thoughtfully provides theory and practice to educators interested in expanding their ability to reach and engage students and their diverse learning styles. This rallying-cry of a text-book skillfully equips and challengers educators to go beyond the notions that have inhibited the liberation that education can provide.

Easy to read and very relevant for today’s science educators.

Amazing book. A must read!

As educators we often underestimate the richness of our students’ linguistic and cultural backgrounds in their learning. In Bryan Brown’s “Science in the City: Culturally Relevant STEM Education” he argues that the socio-linguistic understanding that students bring into the classroom is especially relevant to their progress in science.In the first half of the book, Brown provides an overview of how the psychological, sociological, and linguistic histories of oppression have made their way into contemporary science classrooms. In the latter half, Brown provides recommendations for practice and policy to improve the way culturally and linguistically minoritized students experience science. Brown guides his readers with a sometimes narrative, sometimes instructional tone interspersed with vivid anecdotes, about his Grandma, baseball and Netflix, as well as various illustrative examples of his research.While the author presents a vision of instruction and assessment that challenges the status quo, it does not attack with a revolutionary fervor. Instead, Brown issues a balanced and empirically based design that offers clear advice for those who care about transforming STEM education so that it makes sense for students.