Multicultural Education in Secondary Science Classrooms

Due to the complexities of multicultural education, no one definition exists of what it is, but there is almost universal consensus regarding some of the major goals of multicultural education. This literature review addresses the stances organized by the National Association of Multicultural Education and explains why the incorporation of all three approaches (cultural context, equity, and social justice) is necessary to properly integrate multicultural education within secondary science classrooms. The integration of cultural context, equity, and social justice is necessary to create a science classroom environment that values the assets that every student brings to the table, provides access to a discipline which traditionally excludes, and empowers students to change their communities for the better. Science teachers do have options, like multicultural education, to disrupt the systems of oppression that continue to make the field of science inequitable