Science for All" Is Not Equal to "One Size Fits All": Linguistic and Cultural Diversity and Science Education Reform

In the introduction to this special issue, Okhee Lee discussed equity and social justice, their significance to science education reform, and relationships to linguistic and cultural diversity. In Athis conclusion, I will focus on the policy and practice implications of the five articles in this issue of the Journal of Research on Science Teaching. Despite the best intentions to promote equity and to close achievement gaps, the science education reform movement has failed to respond adequately to the diversity of the student population. It has become increasingly obvious that "science for all" does not necessarily mean that "one size fits all"-curriculum, instruction, or assessment (e.g., Lee, 1999: Lynch, 2000; Lynch et al„ 1996: Rodriguez, 1997). This special issue of JRST on language and culture aims to explore the effects of the reform efforts on diverse learners. More than 40% of U.S. students are culturally, linguistically, or ethnically diverse (Darling-Hammond, 1997). Moreover, multilingual, multicultural student diversity is beginning to characterize education in many nations, and international comparison studies like TIMSS are already influencing science and mathematics education policy and practice globally (e.g., Arellano et al„ 2001).