A new study conducted by researchers at Old Dominion University has found that prospective teachers may not be well equipped to help students identify racism in science practice.
According to Jomo Mutegi, the study’s lead author, “These findings should be especially concerning for children of African descent whose communities suffer disproportionately from environmental toxins, food desserts, medical malpractice and other manifestations of racism in science practice.”
The study, which will soon be published by the Journal of Science Teacher Education, collected data from 64 preservice teachers surveyed over the course of 18 months. Among the findings, it showed that respondents viewed Western culture and science as being superior to non-Western culture and science and also viewed scientific advancement as one-sided, acknowledging its benefits but not recognizing actual or potential detriments. “If students go through life with naïve views of science, they are more likely to be harmed by the detriments that sometimes accompany scientific advancement,” said Demetrice Smith-Mutegi, the study’s second author.
