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Understand Your Role in Science Education

Summary and References


  • Do what teachers can't do.

  • Show them that scientists are humanistic and sensitive to individual needs and differences.

  • Students need help in making the jump from theory to application and you can help.

  • Expand the students' ability to apply knowledge.

  • Small group activities may provide the best vehicle to explore science.

  • Verbal interaction improves learning.

  • Ask for clarification when necessary.

  • Parenting molds the student.

  • Racial and cultural bias restricts interest in science.

  • Beware:
    • Exclusive language always excludes someone.
    • Inside jokes put most people on the outside.

  • Remember:
    • The sexes are different, but equal.
    • In taking into account the "gender factor," you will need to compensate for certain stereotypes, which are firmly in place in the society as a whole.
    • The females' place is in the lab.
    • Don't teach the whole course!
    • People remember the information they use and lose the rest.



Banks, James. Multiethnic Education Theory and Practice, Second Edition. Allyn and Bacon, Inc., Boston.1988.

Gardener, Marjorie et al. Toward a Scientific Practice of Science Education. Lawrence Erlbaum Associated, New Jersey, 1990.

Hersey, Paul & Blanchard, Denneth H. Management of Organizational Behavior. Prenctice Hall, New Jersey, 1988.

Truell, George F. Coaching and Counseling : Key Skills for Managers. PAY Publications, Buffalo, New York, 1981.


Clewell, Beatrice Chu & Andersen, Bernice. "Women of Color in Mathematics, Science and Engineering: A Review of the Literature." Center for Women Policy Studies. Washington, D.C., 1991.

Denno, Devorah and others. (Aug 81) "Early Cognitive Functioning: Sex and Race Differences." Paper presented at the Annual Meeting of the American Psychological Association.

"Educating Americans for the 21st Century: A Plan of Action for Improving , Mathematics and Science Technology Education for All American Elementary and Secondary Students So That Their Achievement is the Best in the World by 1995." National Science Board Committee on Precollege Education in Mathematics, Science, and Technology, 1983.

"How Schools Shortchange Girls." The AAUW Report, Commissioned by the AAUW Education Foundation, 1992.

Schwartz, Wendy (Sept. 87) "Teaching Science and Mathematics to At Risk Students." Office of Education Research and Development, Washington, D.C.

"Strategies for Increasing Involvement of Research Scientists in Implementation of Innovative Science Educational Programs." A Report Prepared for the Educational Research and Improvement Branch Office of the Assistant Secretary for Educational Research and Improvement, United States Department of Education. Washington, D.C. Mar 83.


DeRose and Randy D. Krauss. The Scientist, October 27, 1997. Volume 11, page 9.

Gallager, James. "Prospective and Practicing Secondary School Science Teachers' Knowledge and Beliefs about the Philosophy of Science." Science Education. 1991, 75; 1: 121-133.

Kerr. "Women and Minorities in Science," Science Education. 1991, 75; 3: 367-370.

Willis, Madge Gill. "Learning Styles of African American Children: A Review of the Literature and Interventions." The Journal of Black Psychology 1989, 16; 1: 47-65.

Personal Communications:

David Sadker, professor at the School of Education at American University, Washington, DC. Coauthor of The Sex Equity Handbook for Schools. Telephone interview, 22 April 1992.

Callahan, Carolyn M., professor of Educational Studies, Curry School of Education, University of Virginia, Charlottesville, Virginia. Telephone interview, 27 April 1992.

Last updated: April 19, 2012