Abstract
Historically, the US cord of assimilating differences occurred through stratifying and also harboring economic and political power resulting in the marginalization of certain segments of the population. Consequently, marginalized groups were left with the challenge of sustaining their lives in an environment where declared norms isolated and devalued them and their cultures. Messages of inferiority surfaced and were reinforced in stereotypes depicting these groups in a negative light, which further disadvantaged them. To achieve in spite of the difficulties, individuals belonging to these marginalized groups must overcome the social constraints imposed upon their identities, which is dependent upon the resources that are available to them. This is especially true for students. Their lack of identity with the significant images represented in the curriculum such as science can influence their thoughts about their value and their potential to achieve and make a contribution. The nature of this conflict must be understood in terms of its history and impact on society and schooling which is defined as sociocultural consciousness. Sociocultural consciousness is the crux of culturally responsive pedagogy which takes into account the diverse needs of students as influenced by culture.
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Brand, B. (2014). Sociocultural Consciousness and Science Teacher Education. In: Atwater, M., Russell, M., Butler, M. (eds) Multicultural Science Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7651-7_5
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