Constraining the discourse community: How science discourse perpetuates marginalization of underrepresented students

Abstract

This ethnographic study examines how lower-track rural African American students make sense of their position in school and what role school science discourse plays in their micro-cultural identity formation. The objectives of the study are to determine the science discourse's role in (1) determining access to knowledge, (2) affecting lower-track students' perceptions of school, and (3) perpetuating lower-track science students' identity. The constraints identified with lower-track science classroom discourse are strong hegemonic factors in determining students' behaviors, beliefs, and social and academic positions in the school hierarchy. Other school discourse practices involving disciplinary measures and counselor recommended tracking round out a strong arsenal to maintain students' perceived place in school. Implications for rethinking science classroom discourse are discussed.

Keywords:

• cultural diversity
• classroom discourse
• content-based instruction
• identity construction
• mainstreaming
• ethnic minorities