“It depends on what science teacher you got”: urban science self-efficacy from teacher and student voices

• Published in: Cultural studies of science education Vol. 6; no. 4; pp. 961 - 997
• Main Authors: Bolshakova, Virginia L. J., Johnson, Carla C., Czerniak, Charlene M.
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.12.2011; Springer; Springer Nature B.V
• Subjects: Academic achievement; At Risk Students; Education; Educational Change; Educational Strategies; Hispanic American Students; Learning Motivation; Middle School Students; Minority Groups; Outcomes of Education; Poverty; Qualitative research; Schools; Science Achievement; Science Education; Science Teachers; Self Efficacy; Sociology of Education; Student Attitudes; Student Interests; Students; Teacher Attitudes; Teacher Effectiveness; Teacher Influence; Underachievement; Urban Schools; Urban science; Classroom dynamics; Achievement; Self-efficacy; Teacher effectiveness
• ISSN: 1871-1502; 1871-1510
• DOI: 10.1007/s11422-011-9346-2

In the United States today, urban schools serve the majority of high-poverty and high minority populations including large numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future science achievement and science-related careers of their students. This qualitative study explores how three science teachers’ effectiveness in the classroom impacts students’ science self-efficacy beliefs at one urban middle school. Hispanic students were the focus of this investigation due to demographics and history of underperformance within this district. Teachers’ perspectives, as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics that influence students’ interests and motivation to learn science using a framework to link teachers’ sense of efficacy (focusing on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened student science self-efficacy and increased science achievement. Building awareness and support in teachers’ sense of efficacy, as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition to middle school may construct permanence and accomplishment for all in science.