My research centers on the theory|practice of equitable science education for students of color across k-12 science learning contexts. Specifically, I focus on the following inter-related areas:
- Developing a multi-dimensional framework for equitable science pedagogy (ESP) that centers the experiences of students of color and their teachers
- Designing and investigating tools to support science teachers in becoming equitable science teachers
- Extending the ESP framework to attend to intersectionality of racialized, cultural, gendered, and class identities
- Exploring colored and decolonizing methodologies and epistemologies for education research
My research is informed by and informs my work as a science teacher educator. I teach elementary and secondary science education courses in which I support pre-service teachers in developing more complex and critical stances on scientific practices and science teaching|learning practices. These courses are grounded in my commitment to support teachers in engaging all students with equitable science learning opportunities that are intellectually rich and transformative. Additionally, I have facilitated productive field experiences and formative e-portfolio work with pre-service teachers as well as community-based culturally relevant curriculum development with communities of color in rural Wisconsin. Prior to pursuing my doctoral degree, I taught high school science in Chicago Public Schools.
Ph.D., Curriculum & Instruction, University of Wisconsin-Madison, 2014