Work

Identifying How District Science Coordinators Leverage Their Capital to Monitor and Promote Equity

Year: 2026

Type: article

Abstract: ABSTRACT Promoting equity in science education is required to address persistent inequities, and the implementation of three‐dimensional (3D) science instruction is a small step toward this goal. District science coordinators (DSCs) utilize cultural, social, and economic capital to support K‐12 teachers in standards‐based reform efforts, including the implementation of 3D science instruction. This exploratory multiple‐case study followed three DSCs participating in a professional development (PD) program designed to develop leadership skills and knowledge of 3D science instruction. An equity pre‐ and post‐survey, focus group interviews, and strategic plans developed during the PD program were analyzed using thematic analysis to determine the role of capital in how DSCs promoted equitable 3D science instruction and the barriers they encountered. Findings suggest that cultural and social capital play pivotal roles in how DSCs promote equity and address barriers. Investing in DSCs' cultural and social capital may help facilitate more equitable learning environments within science classrooms.

Source: School Science and Mathematics

DOI: 10.1111/ssm.70015

Authors: Shaugnessy R. McCann, Yamil E. Ruiz, Meredith L. Schwendemann, Brooke A. Whitworth, Julie A. Luft

Institutions: University of Georgia, University of South Carolina Upstate, Clemson University, Binghamton University, University of South Carolina

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Quality education

Open Access status: hybrid

Estimated APC paid: $2,750