Science Education as a Force for Social Justice

Posted on: December 14th, 2012
It has become almost an axiom of current political discussions that America’s educational system is lacking, and that the failure becomes especially apparent when comparing American students’ test scores in science and mathematics with students’ from other countries.  Concern, even alarm, is reflected in such publications as the National Academies Press’ “Rising Above the Gathering Storm”, which focuses on the importance of producing more scientists and engineers to ensure America’s economic viability in the 21st Century. 
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To be sure, improving the quality of science and math education in the United States is an area of national need, and since being establishment in 2002, these efforts at Loyola have been spearheaded by the Center for Science and Math Education (www.luc.edu/cse).  In the last decade, we have worked closely with middle and high school math and science teachers  and their students in Chicago, suburban and parochial schools.  Having directed the efforts of the Center for the last decade, I am more committed than ever to helping our teachers and students excel in the teaching and learning of science and math.  But I find that my perspective has evolved a bit, and I see the issue less in terms of overarching national needs (which are very real and urgent) and realize that I am more focused on  individual students. 
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In working with teachers and students, I wonder how these students will fit into the society of the 21st Century.  Will they have the skills and habits of mind to be knowledgeable and contributing members of the American Republic? Will they be able to compete for the higher paying jobs of the future, an increasing fraction of which will require significant technical skills?  Will they be able to become the decision makers of their generation?  And what kind of society will we become if our efforts to meet a national need overlook the students in those neighborhoods that are most at risk? 
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It is not sufficient, in my view, merely to meet a quota of producing new scientists and engineers as if we are rushing production of a critical industrial device.  We must also make sure that the benefits of improved science and math education reach all sections of our country.  All students, from the best suburban school districts to the most challenging rural and urban districts, must receive high quality instruction so that they can have a realistic expectation of being fully participating members of our society. 
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Ensuring that students everywhere gain the knowledge and skills will make us both a stronger and more just society.  This is the challenge we try to meet, one school, one classroom, one student at a time.


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