This paper contributes to a small but significant body of research addressing issues of prejudice in science education. It is written in the form of a critical incident analysis that uses the framework of intersectionality to examine deficit ideologies and biases inherent in science as a body of knowledge as well as science teacher education. If left unchecked, these prejudices can filter through into school science education, reinforcing the stereotypes of who can contribute to the field of science. The paper makes a call for science teacher educators to support teacher candidates as they move past an academic understanding of diversity in science education to examine their personal dispositions. Suggestions are made for approaches that can be adopted to facilitate the forms of deconstruction necessary for progress to be made in this area.

本文为解决科学教育中的偏见问题而进行的小型但重要的研究工作做出了贡献。它以关键事件分析的形式编写，该分析使用交叉性的框架来检查赤字意识形态和科学作为知识体系以及科学教师教育所固有的偏见。如果任其发展，这些偏见就会渗透到学校的科学教育中，从而强化了对科学领域做出贡献的人们的陈规定型观念。该论文呼吁理科教师教育者支持教师候选人，因为他们已经超越了对科学教育多样性的学术理解，以检验他们的个人性格。建议了可以采用的方法，以促进在该领域取得进展所必需的解构形式。