Science teachers and educators seek to promote equity and inclusion within their classrooms. Yet, many do not examine how their roles could reproduce oppression that continues to exclude certain groups of students. Centering on how oppression interacts with science teaching and learning, this naturalistic study observed Ms. William and her implementation of two STEM units that integrate science and engineering, to understand power, race, and privilege dynamics in her middle school STEM classrooms. Specifically, we focused on understanding oppression at the interpersonal and internalized level in Ms. William's class. We collected and analyzed video recorded lessons from two different classrooms, two STEM curricula Ms. William had co-developed, and conducted semi-structured interviews after she taught her two STEM units. We identified themes of oppression perpetuated in the classroom by employing thematic analysis, which when guided by our theoretical framework enabled us to illuminate the complex relationship between science teaching and maintaining whiteness as the dominant discourse in science learning. Our findings suggest that an active and critical role from science teachers and educators are required; we must reflect deeply on our science curriculum and teaching strategies and identify practices that remains to be oppressive if promoting equity and inclusion is at the forefront of our science teaching.

中文翻译：

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仅有良好的意图是不够的：案例研究揭示了中学 STEM 课堂中长期存在的内在和人际压迫

科学教师和教育工作者致力于促进课堂内的公平和包容。然而，许多人并没有研究他们的角色如何重现压迫，这种压迫继续排斥某些学生群体。这项自然主义研究以压迫如何与科学教学相互作用为中心，观察了 William 女士以及她对两个整合科学与工程的 STEM 单元的实施情况，以了解中学 STEM 课堂上的权力、种族和特权动态。具体来说，我们在威廉女士的课堂上重点了解了人际和内在层面的压迫。我们收集并分析了两个不同教室的视频录制课程、William 女士共同开发的两门 STEM 课程，并在她教授了两门 STEM 单元后进行了半结构化访谈。我们通过采用主题分析来确定课堂上长期存在的压迫主题，在我们的理论框架的指导下，这使我们能够阐明科学教学与维持白人作为科学学习中的主导话语之间的复杂关系。我们的研究结果表明，科学教师和教育工作者需要发挥积极和关键的作用；如果促进公平和包容是我们科学教学的首要任务，我们必须深入反思我们的科学课程和教学策略，并找出仍然具有压迫性的做法。