draw upon participants’ cultural practices, including everyday language, linguistic practices, and common cultural experiences. Members of diverse cultural groups can play a critical role in the development and implementation of programs, serving as designers, advisers, front-line educators, and evaluators of such efforts.


Aikenhead, G. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1-52.

Aikenhead, G. (1998). Many students cross cultural borders to learn science: Implications for teaching. Australian Science Teachers’ Journal, 44(4), 9-12.

Aikenhead, G. (2001). Cross-cultural science teaching: Praxis. A paper presented at the annual meeting of the National Association for Research in Science Teaching, St. Louis, March 26-28.

Allen, G., and Seumptewa, O. (1993). The need for strengthening Native American science and mathematics education. In S. Carey (Ed.), Science for all cultures: A collection of articles from NSTA’s journals (pp. 38-43). Arlington, VA: National Science Teachers Association.

American Association for the Advancement of Science. (1976). A report on the barriers obstructing entry of Native Americans into the sciences. Washington, DC: Author.

American Association of University Women. (1995). Growing smart: What’s working for girls in school. Researched by S. Hansen, J. Walker, and B. Flom at the University of Minnesota’s College of Education and Human Development.

Ash, D. (2004). Reflective scientific sense-making dialogue in two languages: The science in the dialogue and the dialogue in the science. Science Education, 88, 855-884.

Baker, D. (1992). I am what you tell me to be: Girls in science and mathematics. Association of Science-Technology Centers Newsletter, 20(4), 5, 6, 14.

Ballenger, C. (1997). Social identities, moral narratives, scientific argumentation: Science talk in a bilingual classroom. Language and Education, 11(1), 1-14.

Bang, M., Medin, D.L., and Atran, S. (2007, August). Cultural mosaics and mental models of nature. Proceedings of the National Academy of Sciences, 104(35), 13868-13874.

Banks, J.A. (2007). Educating citizens in multicultural society (2nd ed.). New York: Teachers College Press.

Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193-224.

Basu, S.J., and Calabrese Barton, A. (2007). How do urban minority youth develop a sustained interest in science? Journal of Research in Science Teaching, 44(3), 466-489.

Bell, P., Bricker, L.A., Lee, T.R., Reeve, S., and Zimmerman, H.T. (2006). Understanding the cultural foundations of children’s biological knowledge: Insights from everyday cognition research. In S.A. Barab, K.E. Hay, and D. Hickey (Eds.), Proceedings of the seventh international conference of the learning sciences (pp. 1029-1035). Mahwah, NJ: Lawrence Erlbaum Associates.

The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement