{"id":3384,"date":"2021-07-26T11:30:50","date_gmt":"2021-07-26T16:30:50","guid":{"rendered":"https:\/\/ele.local\/?p=3384"},"modified":"2021-07-26T11:30:50","modified_gmt":"2021-07-26T16:30:50","slug":"the-art-of-making-science-education-more-equitable-through-climate-and-environmental-justice","status":"publish","type":"post","link":"https:\/\/www.everylearnereverywhere.org\/es\/blog\/the-art-of-making-science-education-more-equitable-through-climate-and-environmental-justice\/","title":{"rendered":"The Art of Making Science Education More Equitable Through Climate and Environmental Justice"},"content":{"rendered":"

As a Lecturer in the California State University Long Beach Department of Chemistry and Biochemistry, <\/span>Dr. Elaine Villanueva Bernal<\/span><\/a> teaches diverse classes of nonmajor students, including many from minoritized and poverty-impacted schools where they may have taken on negative perceptions about the subject or doubts about their own competencies.\u00a0<\/span><\/p>\n

To support equity efforts that enable every student to progress toward a degree, Bernal, one of the consultants in the <\/span>Every Learner Everywhere\u00ae Expert Network<\/span><\/a>, knows she needs to personalize science education for nonmajors, and she finds a successful formula is mixing science with climate justice and personal experience. Rather than emphasizing melting polar caps and their effects on wildlife in Antarctica, Bernal makes the principles of chemistry more vivid and relevant by asking students to investigate what\u2019s happening close to home or with people they know impacted by wildfires, severe flooding, or hurricanes.<\/span><\/p>\n

The lived experience is the lab<\/span><\/h2>\n

\u201cI ask my students on day one, what comes to mind when they think of chemistry,\u201d Bernal says. \u201cInevitably they say things like equations or formulas \u2014 all this hard stuff, which is what they traditionally have experienced.\u201d<\/span><\/p>\n

Her goal is to make lived experience a starting point to approach the work of, for example, balancing equations or chemical separation processes. Students who have respiratory issues like asthma discover a useful tool in understanding the connection between air quality and physical health. This provides a powerful introduction to why and how particulate matter is measured \u2014\u00a0in other words, chemistry in action.<\/span><\/p>\n

\u201cStudents know there’s a problem,\u201d adds Bernal. \u201cThey know environmental justice and racism are at play, but to hear it from a chemistry perspective is a different framework.\u201d<\/span><\/p>\n

Research shows that issues such as <\/span>climate change<\/span><\/a> and <\/span>COVID-19<\/span><\/a> disproportionately impact minoritized populations. To drive this point home, Bernal recommends using resources with real-world data, like <\/span>CalEnviroScreen,<\/span><\/a> an environmental health hazard assessment tool, or <\/span>Purple Air<\/span><\/a>, a real-time air quality monitoring site.<\/span><\/p>\n

Bernal describes an assignment where students look at “State of Air” data from the American Lung Association<\/a> and compare zip codes, including their own homes.<\/p>\n

\u201cThey can see how the more affluent areas are less affected than those that are historically underserved,\u201d Bernal says. \u201cStudents often say, \u2018I’ve always known that it was bad, but I didn’t know it was this bad.\u2019\u201d<\/span><\/p>\n

Teach locally <\/span>and <\/span><\/i>globally<\/span><\/h2>\n

Environmental justice is, of course, a global issue. Again, Bernal uses a more personal approach to engage students, showing them information from her own home province in the Philippines, Cavite, south of Manila, where sea levels are rising four times faster than the rest of the world.\u00a0<\/span><\/p>\n

\u201cThis opens the discussion about the loss of land, food sources, housing, and so on,\u201d she says.\u00a0<\/span><\/p>\n

By making the connection between science education and what it means to be a citizen, both locally and globally, educators can help students feel more empowere<\/span>d to advocate for better solutions and protections for <\/span>health and the environment.<\/p>\n

Tools for activism inspire learning<\/span><\/h2>\n

The underrepresentation of minoritized students in science creates a barrier to advocating for quality of life improvements in communities that need it most. One of the most meaningful aspects of more effective science education for nonmajors through climate and environmental justice is that it normalizes interest in these subjects by giving students the ability to voice their beliefs and participate in conversations.\u00a0<\/span><\/p>\n

This is why Bernal feels it\u2019s essential to introduce opportunities for environmental activism. Throughout the academic term, she recommends groups with which students can get involved such as the <\/span>sustainability office<\/span><\/a> at CSU Long Beach or the <\/span>Sunrise Movement,<\/span><\/a> which organizes young people to fight climate change.<\/span><\/p>\n

Expanding resources for deeper engagement<\/span><\/h2>\n

By personalizing issues like climate change, instructors can open up a broader conversation to illustrate how scientific topics inform other areas of expertise and interest. For example, in a class in global climate change for nonmajors that Bernal teaches at California State University Dominguez Hills, she has teamed up with Dr. Michael M\u00e9ndez, a social ecology professor who specializes in environmental policy and justice at the University of California Irvine.<\/span><\/p>\n

As Bernal notes, \u201cIt\u2019s one thing to know the science around it, but it’s another thing to understand the policy and how we mitigate climate change. It’s a whole different ballgame.\u201d<\/span><\/p>\n

Additionally, Bernal is the chemistry editor for <\/span>Merlot<\/span><\/a>, an open-source online platform where contributors can curate educational material. She is currently putting together learning modules to teach about climate change by using statistics and an interdisciplinary perspective.<\/span><\/p>\n

Making resources available, accessible, and free of charge is one important way to make science courses for nonmajors and those who teach them more equitable. As this survey of attitudes toward courseware shows, <\/span>students are more cost sensitive about materials required in courses outside their majors<\/span><\/a>.<\/span><\/p>\n

Ultimately, modeling how to access and understand public scientific information is a stepping stone toward building more equitable science education. That, according to Bernal, is the biggest takeaway from her work teaching science to nonmajors.<\/span><\/p>\n

\u201cI want students to know that no matter what background they have, they can access and comfortably navigate scientific data,\u201d she says. \u201cThat way, whatever role they have in the future, they\u2019ll be able to make informed decisions that will result in positive outcomes for themselves and society as a whole.\u201d<\/span><\/p>","protected":false},"excerpt":{"rendered":"

As a Lecturer in the California State University Long Beach Department of Chemistry and Biochemistry, Dr. Elaine Villanueva Bernal teaches diverse classes of nonmajor students, including many from minoritized and …<\/a><\/p>","protected":false},"author":13,"featured_media":3387,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-3384","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"acf":[],"yoast_head":"\nThe Art of Making Science Education More Equitable Through Climate and Environmental Justice - Every Learner Everywhere\u00ae<\/title>\n<meta name=\"description\" content=\"Making resources available, accessible, and free of charge is one important way to make science education more equitable.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, 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