Comparing Poor, Minority Elementary Students' Interest And Background In Science With That Of Their White, Affluent Peers

Abstract

Using survey data, poor, minority, inner-city elementary students were compared with White, affluent children regarding science information, science experiences, and personal preferences concerning science education. The students' perceptions of scientists, levels of disciplinary knowledge, sources of science information, voluntary science-related activities, and desired amounts of school science instruction were also investigated. The results, contrary to common expectations, indicated several areas where the two groups did not differ. The level of science knowledge was found to be higher among the White, affluent group. However, attitudes toward science were more positive, the current amount of instructional time devoted to science was greater, and a desire for more science instruction was evidenced among the inner-city, minority students.