Inclusive Science Education Is Not Zero-Sum
Сохранить в:
| Опубликовано в:: | Issues in Science and Technology vol. 41, no. 3 (Spring 2025), p. 22-24 |
|---|---|
| Главный автор: | |
| Опубликовано: |
Issues in Science and Technology
|
| Предметы: | |
| Online-ссылка: | Citation/Abstract Full Text Full Text - PDF |
| Метки: |
Нет меток, Требуется 1-ая метка записи!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3278191877 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 0748-5492 | ||
| 022 | |a 1938-1557 | ||
| 035 | |a 3278191877 | ||
| 045 | 2 | |b d20250401 |b d20250630 | |
| 084 | |a 13201 |2 nlm | ||
| 100 | 1 | |a Asai, David | |
| 245 | 1 | |a Inclusive Science Education Is Not Zero-Sum | |
| 260 | |b Issues in Science and Technology |c Spring 2025 | ||
| 513 | |a Commentary | ||
| 520 | 3 | |a The ethos of science requires many curious and creative people. Over the course of Asai's academic career, he became convinced that making sure more people from different backgrounds could find success in research would be a more meaningful contribution to science than his own individual lab work in cell biology. He left academia in 2008 to direct the undergraduate science education programs at the Howard Hughes Medical Institute (HHMI). As he told Science magazine the same year, scientific discovery needs the "very best and the brightest, no matter what they look like and where they come from." Early in his tenure at HHMI, he was what sociologist Marisela Martinez-Cola calls a "collector," believing that the problem of underrepresentation could be solved simply by cramming more students into a "pipeline" while disregarding the harm they cause when they treat students as an inert commodity. The "pipeline" approach has resulted in hundreds of programs primarily aimed at assimilating students into a science culture not of their making nor designed with them in mind. It has done little to address disparities. | |
| 651 | 4 | |a United States--US | |
| 653 | |a Teaching | ||
| 653 | |a Students | ||
| 653 | |a Curricula | ||
| 653 | |a Cell culture | ||
| 653 | |a Medical schools | ||
| 653 | |a Cell biology | ||
| 653 | |a Inclusive education | ||
| 653 | |a Science education | ||
| 653 | |a Education | ||
| 653 | |a Discovery | ||
| 653 | |a Imprisonment | ||
| 653 | |a Assimilation | ||
| 653 | |a Success | ||
| 653 | |a Accreditation | ||
| 653 | |a Magazines | ||
| 653 | |a Community colleges | ||
| 653 | |a Mathematics education | ||
| 653 | |a Biology | ||
| 653 | |a STEM education | ||
| 653 | |a Science | ||
| 653 | |a Academic careers | ||
| 653 | |a Technology education | ||
| 653 | |a Educational programs | ||
| 653 | |a Deportation | ||
| 653 | |a Concentration camps | ||
| 653 | |a Careers | ||
| 653 | |a Executive orders | ||
| 653 | |a Research | ||
| 653 | |a Diversity equity & inclusion | ||
| 653 | |a Teacher Effectiveness | ||
| 653 | |a World Problems | ||
| 653 | |a Experiential Learning | ||
| 653 | |a College Faculty | ||
| 653 | |a Disproportionate Representation | ||
| 653 | |a Parents | ||
| 653 | |a Instructional Effectiveness | ||
| 653 | |a Student Participation | ||
| 653 | |a Social | ||
| 653 | |a Undergraduate Students | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Japanese Americans | ||
| 653 | |a Educational Technology | ||
| 653 | |a School Policy | ||
| 653 | |a Science Instruction | ||
| 653 | |a College Science | ||
| 773 | 0 | |t Issues in Science and Technology |g vol. 41, no. 3 (Spring 2025), p. 22-24 | |
| 786 | 0 | |d ProQuest |t Science Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3278191877/abstract/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3278191877/fulltext/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3278191877/fulltextPDF/embedded/H09TXR3UUZB2ISDL?source=fedsrch |