Ragusa, G. (2013, June), Science Literacy and Text Book Biases  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22440

\bibitem{asee_peer_22440}
  Ragusa, G. (2013, June), \emph{Science Literacy and Text Book Biases}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22440

Gisele Ragusa.  "Science Literacy and Text Book Biases".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22440 Internet.  28 May, 2024

\bibitem{asee_peer_22440}
  Gisele Ragusa.
  "Science Literacy and Text Book Biases".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22440 Internet.  28 May, 2024

@INPROCEEDINGS{asee_peer_22440
author = "Gisele Ragusa"
title = "Science Literacy and Text Book Biases"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22440}
number = {10.18260/1-2--22440}
}

TY  - CPAPER
AB  -                          Science Literacy and Text Book biases                                             AbstractEngineers and scientist utilize the principles and theories of science and mathematics to design,test, and manufacture products that are important to the future of a nation’s citizenry. With theexception of biological sciences, however, the percentage of college students seeking degrees inmath, science and engineering disciplines has been declining for the past two decades.Furthermore, fewer potential engineering majors are completing rigorous college preparatoryprograms and graduating in the top quarter of their high schools. This shortfall has raisedconcerns among leaders in science, technology, engineering, and mathematics, (STEM) fields.To meet the changing demands of the nation’s science and engineering labor force, recognitionof the importance of pre-college education intervention and implementation of challengingcurricula that captures and sustains middle and high school students’ achievement and interest inscience and engineering is critical.Textbooks are a common source of science in K-12 science education. Science literacy is a majorchallenge of students in K-12, which dramatically affects STEM K-12 achievement. Biases intexts negatively influences students’ science interest and achievement.This study explores the biases in middle and high school science texts. These biases includegender, race and ethnicity in texts in addition to research and socio-political biases. These biasesaffect students’ views of science as a field, as a career and as a college major. Achievement mayalso be affected. A qualitative rubric based analyses of various texts were conducted for thestudy. Results reveal dramatic biases particularly for middle school texts. Texts which focus onbiological sciences, are found to contain significant biases. These biases may influence futureworkforces in STEM fields.                                                                                                 1  
AU  - Gisele Ragusa
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Science Literacy and Text Book Biases
UR  - https://peer.asee.org/22440
DO  - 10.18260/1-2--22440
ER  -