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resource research Public Programs

Understanding the Impact of Equitable Collaborations between Science Institutions and Community Based Organizations: Improving Science through Community-Led Research

To advance justice, equity, diversity, and inclusion in science, we must first understand and improve the dominant-culture frameworks that impede progress and, second, we must intentionally create more equitable models. The present authors call ourselves the ICBOs and Allies Workgroup (ICBOs stands for independent community-based organizations), and we represent communities historically excluded from the sciences. Together with institutional allies and advisors, we began our research because we wanted our voices to be heard, and we hoped to bring a different perspective to doing science with
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TEAM MEMBERS: María Cecilia Alvarez Ricalde Juan Flores Valadez Catherine Crum John Annoni Rick Bonney Mateo Luna Castelli Marilú López Fretts Brigid Lucey Karen Purcell J. Marcelo Bonta Patricia Campbell Makeda Cheatom Berenice Rodriguez Yao Augustine Foli José González José Miguel Hernández Hurtado Sister Sharon Horace Karen Kitchen Pepe Marcos-Iga Tanya Schuh Phyllis Edwards Turner Bobby Wilson Fanny Villarreal
resource research Public Programs

Organizational Approaches to Systemic DEAI Change in the Informal Science Education Field

Framing: Broadening participation and achieving equitable outcomes has been a core goal of the science museum field for over two decades. However, how to make progress has proven an intractable problem. Methods: Focusing on five organizations who officially committed to diversity, equity, access, and inclusion (DEAI) by participating in a national professional development program, the researchers investigate how science museums attempt to enact internally-focused change via a mixed methods case study. Findings: While these organizations considered a variety of structurally focused change
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TEAM MEMBERS: Marjorie Bequette Megan Goeke Gretchen Haupt Choua Her
resource research Public Programs

The historical context of science and education at the American Museum of Natural History

In this article I critically examine the historical context of science education in a natural history museum and its relevance to using museum resources to teach science today. I begin with a discussion of the historical display of race and its relevance to my practice of using the Museum’s resources to teach science. I continue with a critical review of the history of the education department in a natural history museum to demonstrate the historical constitution of current practices of the education department. Using sociocultural constructs around identity formation and transformation, I
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TEAM MEMBERS: Jennifer Adams