Health Justice in the Science Classroom

This research project examines how social issues can be incorporated into science education, specifically secondary science course content. Within this project, a framework of an afterschool program was designed to encourage students of marginalized identities, namely historically underrepresented marginalized racial identities and socioeconomic identities, to engage in science education and their communities in ways that make science accessible and applicable to the community issues they face. The design of this product allows for students to learn about social issues and practice critical thinking that is tied to inquiry-based learning and social action through three educational modules: Medicine in Society, Nutrition, and Environmental Science. The program utilizes Dr. Gloria Ladson-Billing’s culturally relevant pedagogy and Christopher Edmin’s reality pedagogy to make science a topic that is engaging and relevant to student interests. Accompanying the framework is a Facilitator Guide that explains the importance of design and facilitation factors that open the classroom to be a space for social-justice education and social identity development. Through the understanding of the intersection of multiple social identities as well as current social issues, both educators and students can be equipped to re-design the world to be built for equity and STEM can be a field where social justice can be explored

Intervention Research for the Education and Empowerment of Families Experiencing Homelessness: Exploring Knowledge of Tenant Rights and Perceptions of Personal Empowerment

Family homelessness emerged as a social issue in the United States in the 1980s and has since established itself as a pervasive social problem. The issue of family homelessness is complex and multifaceted with multiple social, political, and economic contributing factors. Historically, society at large has been apt to attribute homelessness to individual faults and deficits, but the fact that family homelessness has only emerged and persisted as a notable social problem in recent decades hints at political and economic mechanisms at work that serve to complicate and perpetuate the problem. Tenant eviction is one such mechanism that appears to be a major contributing factor to housing instability and episodic family homelessness. Eviction has recently come under scrutiny by sociologists, economists, and attorneys at law but has received little, if any, attention from the field of social work. As social workers are mandated by their code of ethics to aid and empower vulnerable, poor, and oppressed populations, the potential role that insufficient knowledge of tenant rights and eviction play in compounding and exacerbating family homelessness demands investigation by the social work profession. This study explores the potential of intervention with homeless families to provide information on tenant rights and responsibilities. The intervention is based in critical and empowerment theories and designed with the intention of raising critical consciousness among families experiencing homelessness. Findings from the study indicate that the intervention shows promise as a vehicle for empowering homeless families with knowledge and skills for successful tenancy. The social work field is encouraged to pursue further intervention research as a venue for empowering homeless families to effectively address their own needs