Science as an enterprise has been and continues to be exclusionary, perpetuating inequities among whose voice is heard as well as what/whose knowledge is recognized as valid. Women, people of color, and persons with disabilities are still vastly outnumbered in science and engineering by their White, male counterparts. These types of imbalances create a gatekeeping culture of inequity and inaccessibility, particularly for traditionally underrepresented students. Science classrooms, especially at the undergraduate level, strive to mimic the broader practices of the scientific community and therefore have tremendous potential to perpetuate the exclusion of certain groups of people. They also have, however, the potential to be a catalyst for equitable participation in science. Utilizing pedagogies of empowerment such as culturally responsive science teaching (CRST) in undergraduate classrooms can mitigate the gatekeeping phenomenon seen in science. Teaching assistants (TAs) engage in more one-on-one time with students than most faculty in undergraduate biology education, yet minimal pedagogical training is offered to them. Therefore, training for improved pedagogical knowledge is important for TAs, but training for CRST is critical as TAs have broad and potentially lasting impact on students. This study explores the ways in which undergraduate biology TAs enact CRST. Using constructivist grounded theory methods, this study examined TAs' reflections, observation field notes, semistructured interviews, and focus groups to develop themes surrounding their enactment of CRST. Findings from this study showed that undergraduate biology TAs enact CRST in ways described by four themes: Funds of Knowledge Connections, Differentiating Instruction, Intentional Scaffolding, and Reducing Student Anxiety. These findings provide new insights into the ways undergraduate science education might be reimagined to create equitable science learning opportunities for all students.

中文翻译：

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本科生物助教的文化响应科学教学实践

科学作为一项事业一直并将继续是排他性的，在谁的声音被听到以及哪些/谁的知识被认为是有效的方面一直存在不平等。女性、有色人种和残疾人在科学和工程领域的人数仍然远远超过白人男性同行。这些类型的不平衡造成了一种不平等和难以接近的守门文化，特别是对于传统上代表性不足的学生。科学课堂，特别是在本科阶段，努力模仿科学界更广泛的实践，因此有巨大的潜力使某些人群长期被排斥在外。然而，它们也有可能成为公平参与科学的催化剂。在本科课堂中利用文化响应科学教学 (CRST) 等赋权教学法可以减轻科学中的守门现象。在本科生物教育中，助教 (TA) 与学生的一对一交流时间比大多数教师都要多，但向他们提供的教学培训却很少。因此，提高教学知识的培训对助教很重要，但对 CRST 的培训至关重要，因为助教对学生具有广泛且潜在的持久影响。本研究探讨了本科生物学助教制定 CRST 的方式。本研究使用建构主义扎根理论方法，检查了助教的反思、观察现场笔记、半结构化访谈和焦点小组，以围绕他们制定 CRST 制定主题。知识联系、差异化教学、有意搭建和减少学生焦虑的基金。这些发现为重新构想本科科学教育为所有学生创造公平的科学学习机会的方式提供了新的见解。