Scientists in the Making: Promoting African American Students’ Interest in Science through Inquiry-based, Culturally Relevant Instruction

Abstract

The low number of African Americans pursuing careers in the natural sciences has been (and continues to be) a concern for science educators. While science educators have sought to explain the science-career decisions of African Americans through research (Hager & Elton, 1971; Lewis, 2003; Lewis & Collins, 2001; Lewis & Connell, 2005; Lewis, Pitts, & Collins, 2002; Maple & Stage, 1991), we have also worked to increase African American representation in science through various intervention programs (Barisa & Holland, 1993; Carmichael & Sevenair, 1991; Hrabowski, 1999; Maton, Hrabowski, & Schmitt, 2000; Tobias, 1992). Unfortunately, the problem has been a resilient one and African Americans (comprising fewer than 2% of practicing, Ph.D.-holding scientists since 1977) continue to be underrepresented in science and science-related careers (National Science Board, 2000).