Scientific discourse in the academy: A case study of an American Indian undergraduate

Science Education

Volumn 92, Issue 5, 2008, Pages 825-847

  Brandt, Carol B ^a  

^a VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 51149119758     PISSN: 00368326     EISSN: 1098237X     Source Type: Journal    
DOI: 10.1002/sce.20258     Document Type: Article

References (68)

1. Aikenhead, G. S. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1-52.
2. Aikenhead, G. S. (1997). Toward a First Nations cross-cultural science and technology curriculum. Science Education, 81, 217-238.
3. Aikenhead, G. S. (2001). Students' ease in crossing cultural borders into school science. Science Education, 85, 180-188.
4. Aikenhead, G. S., & Jegede, O. J. (1999). Cross-cultural science education: A cognitive explanation of a cultural phenomenon. Journal of Research in Science Teaching, 36(3), 269-287.
5. Aikenhead, G. S., & Ogawa, M. (2007). Indigenous knowledge and science revisited. Cultural Studies of Science Education, 2(3), 539-620.
6. Allen, N. J., & Crawley, F. E. (1998). Voices from the bridge: Worldview conflicts of Kickapoo students of science. Journal of Research in Science Teaching, 35, 111-32.
7. Barnett Terry, R. (1997). Minority voices: A qualitative approach to understanding the first year college experience of ethnic minority students. Unpublished PhD dissertation, University of New Mexico, Albuquerque.
8. Bamhardt, R. (2002). Domestication of the ivory tower: Institutional adaptation to cultural distance. Anthropology & Education Quarterly, 33(2), 238-249.
9. Basso, K. H. (1996). Wisdom sits in places: Landscape and language among the Western Apache. Albuquerque: University of New Mexico Press.
10. Belgarde, M. J. (1992). The performance and persistence of Native American undergraduate students at Stanford University. Unpublished PhD dissertation, Stanford University, Stanford, CA.
11. Belgarde, M. J., & LoRé, R. K. (2003-2004). The retention/intervention study of Native American undergraduates at the University of New Mexico. Journal of College Student Retention, 5(2), 175-203.
12. Benjamin, D., Chambers, S. L., & Reiterman, G. (1993). A focus on Native American college persistence. Journal of Native American Education, 32, 24-40.
13. Brickhouse, N., Lowrey, P., & Schultz, K. (2000). What kind of girl does science? The construction of school science identities. Journal of Research in Science Teaching, 37(5), 441-458.
14. Britzman, D. P. (2000). The question of belief: Writing poststructural ethnography. In E. A. St. Pierre & W. S. Pillow (Eds.), Working the ruins: Feminist poststructural theory and methods in education (pp. 27-40). New York: Routledge.
15. Brown, B. A. (2004). Discursive identity: Assimilation into the culture of science and its implication for minority students. Journal of Research in Science Teaching, 41(8), 810-834.
16. Carter, S. L. (1994). Native Americans and higher education: A narrative study of four Navajo college students. Unpublished PhD dissertation, University of New Mexico, Albuquerque.
17. Chang, P. J., & Rosiek, J. (2003). Anti-colonialist antinomies in a biology lesson: A sonata-form case study of cultural conflict in a science classroom. Curriculum Inquiry, 33(3), 251-290.
18. Cobern, W. W. (1996). Worldview theory and conceptual change in science education. Science Education, 80, 579-610.
19. Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. Thousand Oaks, CA: Sage.
20. Costa, V. B. (1993). School science as a rite of passage: A new frame for familiar problems. Journal of Research in Science Education, 30(7), 649-668.
21. Costa, V. B. (1995). When science is "another world": Relationships between worlds of family, friends, school, and science. Science Education, 79, 313-333.
22. Cuban, L. (1999). How scholars trumped teachers: Change without reform in university curriculum, teaching, and research, 1890-1990. New York: Teachers College Press.
23. Davies, B. (2000). A body of writing, 1990-1999. Walnut Creek, CA: Altamira Press.
24. Duran, B. J., Dugan, T., & Weffer, R. (1998). Language minority students in high school: The role of language in learning biology concepts. Science Education. 82, 311-341.
25. Erickson, F. (1986). Culture difference and science education. The Urban Review, 18(2), 117-124.
26. Gee, J. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Falmer Press.
27. Gee, J. (2002). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.
28. George, J. (1999). World view analysis of knowledge in a rural village: Implications for science education. Science Education, 83(1), 77-95.
29. Gieryn, T. F. (1999). Cultural boundaries of science: Credibility on the line. Chicago: University of Chicago Press.
30. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago: Aldine.
31. Hampton, M., & Roy, J. (2002). Strategies for facilitating success of First Nations students. Canadian Journal of Higher Education, 32(3), 1-28.
32. Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R. et al. (2004). Scientific teaching. Science, 304, 521-522.
33. Hollomon, C. A., & Snowden, M. (1996). Comparing performance of two-year community college students to four-year Native students. ERIC document number: ED403005.
34. Jenkins, M. (1999). Factors which influence the success or failure of Native American college students. Research and Teaching in Developmental Education, 15(2), 49-53.
35. Katz, J., & Csordas, T. J. (2003). Phenomenological ethnography in sociology and anthropology. Ethnography, 4(3), 275-288.
36. Kawagley, A. O. (1995). A Yupiaq worldview: A pathway to ecology and spirit. Prospect Heights, IL: Waveland Press.
37. Kawagley, A. O., Norris-Tull, D., & Norris-Tull, R. A. (1998). The indigenous worldview of the Yupiaq culture: Its scientific nature and relevance to the practice and teaching of science. Journal of Research in Science Teaching, 35(2), 133-144.
38. Knorr Cetina, K. (1999). Epistemic cultures: How the sciences make knowledge. Cambridge, MA: Harvard University Press.
39. Lee, O. (1999). Science knowledge, world views, and information sources in social and cultural contexts: Making sense after a natural disaster. American Educational Research Journal, 36(2), 187-220.
40. Lee, O. (2002). Equity for culturally and linguistically diverse students in science education: A research agenda. Teachers College Record, 105(3), 465-489.
41. Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex Press.
42. Lewis, B. F., & Aikenhead. G. (2001 ). Introduction: Shifting perspectives from universalism to cross-culturalism. Science Education, 85, 3-5.
43. Lincoln, Y. S., & Cuba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
44. Lynch, S. (1998). Whose science for which Americans? Worldview and science education reform. Educational Horizons, 76(3), 132-139.
45. Lyotard, J. F. (1984). The postmodern condition: A report on knowledge. Translated from French by G. Bennington & B. Massumi. Minneapolis: University of Minnesota Press.
46. MacLure, M. (2003). Discourse in educational and social research. Buckingham, UK: Open University Press.
47. Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
48. Moje, E. B. (1995). Talking about science: An interpretation of the effects of teacher talk in a high school science class. Journal of Research in Science Teaching, 32, 349-371.
49. Mulkay, M. (1979). Science and the sociology of knowledge. Winchester, MA: Allen & Unwin.
50. Olitsky, S. (2006). Structure, agency, and the development of students' identities as learners. Cultural Studies of Science Education, 1, 745-766.
51. Paulsen, P. A. (1994). Characteristics of Native American university student persisters at a southwestern university. Unpublished PhD dissertation, University of New Mexico, Albuquerque.
52. Pavel, D. M., Skinner, R. R., Farris, E., Cahalan, M., Tippeconnic, J., & Stein, W. (1999). American Indians and Alaskan Natives in post-secondary education. Education Statistics Quarterly, 1(1), 67-74.
53. Phelan, P., Davidson, A., & Cao, H. (1991). Students' multiple worlds: Negotiating the boundaries of family, peer, and school cultures. Anthropology & Education Quarterly, 22, 224-250.
54. Quicke, J. (2001). The science curriculum and education for democracy in the risk society. Journal of Curriculum Studies, 33(1), 113-127.
55. Richardson, L. (1997). Fields of play: Constructing an academic life. New Brunswick, NJ: Rutgers University Press.
56. Roth, W.-M., & Middleton, D. (2006). Knowing what you tell, telling what you know: Uncertainty and asymmetries of meaning in interpreting graphical data. Cultural Studies of Science Education, 1, 11-81.
57. Rudolph, F. (1977). Curriculum: A history of the American undergraduate course of study since 1636. San Francisco: Josey-Bass.
58. Spradley, J. P. (1979). The ethnographic interview. Orlando, FL: Hartcourt Brace Jovanovich College.
59. Stark, J. S., & Lattuca, L. R. (1997). Shaping the college curriculum: Academic plans in action. Needham Heights, MA: Simon & Schuster.
60. Sutherland, D., & Dennick, R. (2002). Exploring the nature of culture, language, and the perception of science. International Journal of Science Education, 24(1), 1-25.
61. Tierney, W. G. (1992). Official encouragement, institutional discouragement: Minorities in academe - The Native American experience. Norwood, NJ: Ablex.
62. Tobias, S. (1990). They're not dumb, they're different: Stalking the second tier. Tucson, AZ: Research Corporation.
63. Tobin, K., McRobbie, C., & Anderson, D. (1997). Dialectical constraints to the discursive practices of a high school physics community. Journal of Research in Science Teaching, 34(5), 491-507.
64. Tsai, C. (2001). Ideas about earthquakes after experiencing a natural disaster in Taiwan: An analysis of student' worldviews. International Journal of Science Education, 23(10), 1007-1016.
65. University of New Mexico Office of Institutional Research. (2000a). OIR Freshmen Cohort Tracking Report. Retrieved March 5, 2000, from www.unm.edu/∼oir/FCTReports/FCTIndex.htm.
66. University of New Mexico Office of Institutional Research. (2000b). UNM Facts. Retrieved February 5, 2001, from www.unm.edu/∼oir/factbook/webpage. htm.
67. Wellington, J., & Osborne, J. (2001). Language and literacy in science education. Buckingham, UK: Open University Press.
68. Wilson, P. (1997). Key factors in the performance and achievement of minority students at the University of Alaska, Fairbanks. American Indian Quarterly, 21(3), 535-554.