Lerarenopleidingen Science en Wiskunde/Rekenen

Lerarenopleidingen Science en Wiskunde/Rekenen

Equality, Diversity and Inclusion

 Gelijkheid, Diversiteit en Inclusie in het bèta-onderwijs

EDI and STEM

There is evidence that diversity plays a crucial role in both companies and academia related to the science, technology, engineering, and mathematics (STEM) fields. Forbes, in a dedicated survey addressed to 321 executives at large global enterprises, found that is commonly agreed that a diverse and inclusive workforce is among the most important factors for driving innovation and promoting creativity (85% of respondents). This can be partially explained considering the teamwork nature of STEM. That is, only in very few cases can new solutions rely on a single genius, and usually innovations are shared and built upon teamwork. Therefore, fostering different views and reducing a homogeneous environment is key to a sustainable future.

Gelijkheid

Equity refers to achieved results where advantages and disadvantages are not distributed on the basis of race and ethnicity. Strategies that produce equity must be targeted to address the unequal needs, conditions, and positions of people and communities that are created by institutional and structural barriers. Equity requires a set of informed policies and practices, intentionally designed to promote opportunity and rectify disparities, as well as informed people positioned to implement them effectively.

Diversiteit

Diversity refers to the wide array of differences among people and their perspectives on the world. Diversity is an important organizational goal in its own right, but it may or may not be linked to the issue of equity. A diverse workplace is not necessarily an equitable workplace. Nor does the presence of people who are diverse necessarily produce decision-making that optimizes results for the groups their diversity reflects.

Inclusie

Inclusion is reflected in the ability of diverse peoples to raise their perspectives authentically, and for those voices to matter and impact decisions, where the organizational culture has been enabled for that to happen. Inclusion promises a broader view of the world and a more democratic process of decision-making. Inclusion is an important organizational process goal, but it does not on its own guarantee equity in an organization’s mission-critical results.

Projecten

  • (2013). Reducing early school leaving: Key messages and policy support. Final Report of the Thematic Working Group on Early School Leaving. Brussels: European Committee.
  • (2015). Joint Report of the Council and the Commission on the implementation of the Strategic framework for European cooperation in education and training(ET2020). New priorities for European cooperation in education and training. Brussels: European Union.
  • Ainley, J., Pratt, D. and Hansen, A. (2006). Connecting engagement and focus in pedagogic task design (PDF) British Educational Research Journal, 32(1), 23-38. doi:10.1080/01411920500401971 .
  • Akkerman, S. F., Bakker, A. and Penuel, W. R. (2021). Relevance of educational research: An ontological conceptualization (PDF) Educational Researcher, 50(6), 414–424. .
  • Amaral, O., Garrison, L. and Klentschy, M. (2002). Helping English learners increase achievement through inquiry-based science instruction Bilingual Research Journal, 26(2), 213–239. .
  • Ariza, M. R., Abril, A. M., Quesada, A. and García, F. J. (2014). Bridging inquiry based learning and science education on socio scientific issues: contributions to the parrise european project, INTED2014.
  • Armstrong, F. (2016). Inclusive education: School cultures, teaching and learning (PDF). In G. Richards and F. Armstrong (Eds.), Teaching and learning in diverse and inclusive classrooms. Key issues for new teachers (pp. 7–18). Abingdon, Oxon, New York, NY: Routledge.
  • Artigue, M. and Blomhøj, M. (2013). Conceptualising inquiry-based education in mathematics (PDF) ZDM International Journal on Mathematics Education, 45(6), 797-810. .
  • Ascher, M. (1991). Ethnomathematics. A Multicultural View of Mathematical Ideas (PDF). Belmont, California: Wadsworth, Inc.
  • Avraamidou, L. (2019). “I am a young immigrant woman doing physics and on top of that I am Muslim”: Identities, intersections, and negotiations (PDF) Journal of Research in Science Teaching, 57(3), 311–341. doi:10.1002/tea.21593 .
  • Banks, J. A. (1993). Multicultural Education: Historical Development, Dimensions, and Practice (PDF) Review of Research in Education, 19(1993), 3-49. .
  • Banks, J. A. and McGee Banks, C. A. (Eds.). (2004). Multicultural education: Issues and perspectives. Wiley.
  • Barton, B. (1996). Making sense of ethnomathematics: Ethnomathematics is making sense (PDF) Educational Studies in Mathematics, 31, 201-233. doi:10.1007/BF00143932 .
  • Bazzul, J. (2014). Science Education as a Site for Biopolitical Engagement and the Reworking of Subjectivities: Theoretical Considerations and Possibilities for Research. In L. Bencze and S. Alsop (Eds.), Activist Science and Technology Education.
  • Bishop, A., Tan, H. and Barkatsas, T. N. (2015). Diversity in Mathematics Education Towards Inclusive Practices (PDF). Cham: Springer International Publishing.
  • Bishop, A. J. (1988). Mathematics education in its cultural context Educational Studies in Mathematics, 19, 179-191. .
  • Bishop, A. J. (1991). Mathematical Enculturation. A Cultural Perspective on Mathematics Education (PDF). Dordrecht: Springer.
  • Booth, T. and Ainscrow, M. (2002). Index for inclusion – developing learning and participation (PDF). Bristol: Centre for Studies on Inclusive Education (CSIE).
  • Brown, P. L. (2007). Cultural Diversity in the Science Classroom (PDF) Science and Children, Summer 2007, 60-61. .
  • Chinn, P. W. U. (2017). Why science education for diversity? Studies in Science Education, 53(1), 109-111. doi:10.1080/03057267.2016.1266813 .
  • Civil, M. (2002). Culture and Mathematics: A community approach Journal of Intercultural Studies, 23(2), 133-148. .
  • Civil, M. (2006). Building on community knowledge: An avenue to equity in mathematics education. In N. Nasir and P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 105-117). New York: Teachers College Press.
  • D’Ambrosio. (2001). Etnomatemática: Elo entre as tradições e a modernidade. Belo horizonte, MG: Autentica.
  • De Jong, E. M., Jellesma, F. C., Koomen, H. M. and De Jong, P. F. (2016). A values-affirmation intervention does not benefit negatively stereotyped immigrant students in the Netherlands (PDF) Frontiers in psychology, 7. doi:10.3389/fpsyg.2016.00691 .
  • Deci, E. L. and Ryan, R. M. (Eds.). (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
  • Ensign, J. (2005). Helping teachers use students’ home cultures in mathematics lessons: Developmental stages of becoming effective teachers of diverse students. In A. Rodriguez and R. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy (pp. 225-242). Mahwah, NJ: Lawrence Erlbaum.
  • Forgasz, H. and Rivera, F. (Eds.). (2012). Advancec in mathematics education. Towards equity in mathematics education: Gender, culture and diversity (PDF). Dordrecht: Springer.
  • Fujita, T., Nakagawa, H., Sasa, H., Enomoto, S., Yatsuka, M. and Miyazaki, M. (2021). Japanese teachers’ mental readiness for online teaching of mathematics following unexpected school closures (PDF) International Journal of Mathematical Education in Science and Technology. doi:10.1080/0020739X.2021.2005171 .
  • Geerlings, J., Thijs, J. and Verkuyten, M. (2017). Student-teacher relationships and ethnic outgroup attitudes among majority students Journal of Applied Developmental Psychology, 52(69–79). doi:10.1016/j.appdev.2017.07.002 .
  • Germain-McCarthy, Y. and Owens, K. (2005). Mathematics and multi-ethnic students: Exemplary practices. Larchmont, N.Y.: Eye On Education.
  • Gifford, C., Gocsal, A., Rado, B., Gonçalves, S. and Wolodzko, E. (2007). Intercultural learning for European citizenship: How every higher education course can develop competences to appreciate diversity and multiculturality, work in international contexts, and understand other cultures and customs. London: London Metropolitan University.
  • Gilbert, J. (2006). On the nature of ‘context’ in chemical education (PDF) International Journal of Science Education, 28(9), 957-976. .
  • Harper, S. G. (2017). Engaging Karen refugee students in science learning through a cross-cultural learning community International Journal of Science Education, 39(3), 358-376. doi:10.1080/09500693.2017.1283547 .
  • Hazelkorn, E. (2015). Science education for Responsible Citizenship (PDF) (pp. 88). Brussels: European Commission.
  • Jussim, L. and Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies Personality and social psychology review, 9(2), 131-155. .
  • Ladson-Billings, G. J. (1999). Preparing Teachers for Diverse Student Populations: A Critical Race Theory Perspective Review of Research in Education, 24, 211-247. .
  • Lemke, J. (2001). Articulating Communities: Sociocultural perspectives on science education Journal of research in science teaching, 38(3), 296-316. .
  • Leonard, J., Moore, C. M. and Brooks, W. (2013). Multicultural Children’s Literature as a Context for Teaching Mathematics for Cultural Relevance in Urban Schools The Urban Review, September 2013. doi:10.1007/s11256-013-0264-3 .
  • Lipka, J. (2005). Math in a cultural context: Two case studies of a successful culturally based math project Anthropology and Education Quarterly, 36(4), 367–385. .
  • Lynch, S., Kuipers, J., Pyke, C. and Szesze, M. (2005). Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grant Journal of Research in Science Teaching, 42, 921-946. .
  • Maass, K. (2011). How can teachers’ beliefs affect their professional development? ZDM, 43(4), 573-586. .
  • Milner, H. R. and Smithney, M. (2003). How teacher educators created a course curriculum to challenge and enhance preservice teachers’ thinking and experience with diversity Teaching Education, 14(3), 293-305. doi:10.1080/1047621032000135195 .
  • Mingo, C. (1999). Grounded practice. Lessons in Anasazi mathematics. Emerging from the multicultural classroom. In J. Trentacosta (Ed.), Multicultural and gender equity in the mathematics classroom (pp. 169-176). New York: NCTM.
  • Minner, D. D., Levy, A. J. and Century, J. (2010). Inquiry-Based Science Instruction — What Is It and Does It Matter? Results from a Research Synthesis Years 1984 to 2002. (PDF) Journal of Research in Science Teaching, 47(4), 474-496. .
  • New, W. and Merry, M. (2014). Is diversity necessary for educational justice? (PDF) Educational Theory, 64(3). .
  • Nijboer, Y. L. (2011). The Ethnic Identity and Inter-Ethnic Relations of Primary and Secondary School Students in the Former Yugoslav Republic of Macedonia. A quantitative study & network analysis (pp. 34). Utrecht: Utrecht University.
  • Orey, D. C. (2004). The algorithm collection project (ACP): The ethnomathematics of basic number sense acquisition across cultures (PDF) In Mariotti (Ed.), Third Conference of the European Society for Research in Mathematics Education.
  • Peppler, K. and Kafai, Y. (2008). Developing a Design Culture in a Computer Clubhouse: The Role of Local Practices and Mediators (PDF). Paper presented at the International Conference of the Learning Sciences, Utrecht, The Netherlands.
  • Prediger, S. and Wessel, L. (2013). Fostering German-language learners’ constructions of meanings for fractions—design and effects of a language- and mathematics-integrated intervention Mathematics Education Research Journal, 25, 435–456. doi:10.1007/s13394-013-0079-2 .
  • Prescod-Weinstein, C. (2020). Making Black Women Scientists under White Empiricism: The Racialization of Epistemology in Physics Signs, 45(2). doi:10.1086/704991 .
  • Rainey, K., Dancy, M., Mickelson, R., Stearns, E. and Moller, S. (2018). Race and gender differences in how sense of belonging influences decisions to major in STEM (PDF) International Journal of STEM Education, 5(1), 10. doi:10.1186/s40594-018-0115-6 .
  • Rainey, K., Dancy, M., Mickelson, R., Stearns, E. and Moller, S. (2019). A descriptive study of race and gender differences in how instructional style and perceived professor care influence decisions to major in STEM (PDF) International Journal of STEM Education(6). doi:10.1186/s40594-019-0159-2 .
  • Raveendran, A. and Bazzul, J. (2021). Socialized medicine has always been political: COVID‑19, science and biopower in India Cultural Studies of Science Education, 16, 995–1013. doi:10.1007/s11422-021-10093-1 .
  • Revina, S. (2017). Influence of Culture on the Adaptation of Realistic Mathematics Education in Indonesia (PDF) (pp. 274). Hong Kong: University of Hong Kong.
  • Ritosa, A. (2017). Interventions Supporting Mathematics and Science In-service and Pre-service Teachers’ Cultural Responsiveness. A Systematic Literature Review from 1995-2017 (PDF) (pp. 29). Jönkoping: Jönkoping University.
  • Sieckelinck, S., Kaulingfreks, F. and De Winter, M. (2015). Neither villains nor victims: towards an educational perspective on radicalisation British Journal of Educational Studies, 63(3), 329-343. doi:10.1080/00071005.2015.1076566 .
  • Smit, J., Bakker, A., Van Eerde, D. and Kuijpers, M. (2016). Using genre pedagogy to promote student proficiency in the language required for interpreting line graphs (PDF) Mathematics Education Research Journal, 28, 457-478. doi:10.1007/s13394-016-0174-2 .
  • Solomon, Y. (2007). Not belonging? What makes a functional learner identity in undergraduate mathematics? (PDF) Studies in Higher Education, 32(1), 79–96. .
  • Sorge, S. (2020). Report on the evaluation of the project Supporting Mathematics and Science Teachers in addressing Diversity and promoting fundamental Values (MaSDiV) (PDF). Freiburg: Pädagogische Hochschule Freiburg, International Centre for STEM Education (ICSE). .
  • Steen, L. A. (Ed.). (2001). Mathematics and Democracy. The case for quantative literacy (PDF). NCED (National Council on Education and the disciplines).
  • Taylor, L. (1997). Integrating mathematics and American Indian cultures. In J. Trentacosta (Ed.), Multicultural and gender equity in the mathematics classroom (pp. 169-176). New York: NCTM.
  • Thijs, J. (2017). Student-teacher relationships and interethnic relations. In A. Rutland, D. Nesdale and C. Spears Brown (Eds.), Handbook of group processes in children and adolescents. Oxford: Wiley.
  • Trentacosta, J. (Ed.). (1997). Multicultural and gender equity in the mathematics classroom. Yearbook NCTM. Reston: NCTM.
  • Valero, P., Caligari, L., Norén, E., Skog, K. and Österling, L. (2021, 24-29 September 2021). Diversity and inclusion in mathematics teacher education: Lessons from Chile and Sweden. Paper presented at the Exploring new ways to connect Proceedings of the Eleventh International Mathematics Education and Society Conference (MES 11), Klagenfurt.
  • Van den Bergh, L., Denessen, E., Hornstra, L., Voeten, M. and Holland, R. W. (2010). The implicit prejudiced attitudes of teachers: Relations to teacher expectations and the ethnic achievement gap (PDF) American Educational Research Journal, 47(2), 497-527. doi:10.3102/0002831209353594 .
  • Van San, M., Sieckelinck, S. and Se Winter, M. (2013). Ideals adrift: An educational approach to radicalization Ethics and Education, 8(3), 276-289. doi:10.1080/17449642.2013.878100 .
  • Verran, H. (2001). Science and African logic (PDF). Chicago: The University of Chicago Press.
  • Walma van der Molen, J. (2020). Why do dutch girls do not choose for science and engineering? a focus on gender stereotypes and a lack of female role models. Paper presented at the 48th Sefi – Conference – Société Europeènne pour la formation des Ingenieurs, Enschede.
  • Wilson, C., Taylor, J., Kowalski, S. and Carlson, J. (2010). The Relative Effects and Equity of Inquiry-Based and Commonplace Science Teaching on Students’ Knowledge, Reasoning, and Argumentation Journal of Research in Science teaching, 47(3), 276-301. .
  • Woolfolk, H. A. (2000). Culture and Diversity. In W. H. A. (Ed.), Educational psychology in teacher education (pp. 180-236). Edinburgh: Person Education Limited.

ELWIeR en Ecent als één STEM