This book offers insights into why gaps in science achievement among racial, ethnic, cultural, linguistic, and socioeconomic groups persist, and points toward practical means of narrowing or eliminating these gaps.

Cuevas, Peggy, and others. Improving science inquiry with elementary students of diverse backgrounds. Journal of Research in Science Teaching, v. 42, Mar. 2005: 337-357.

Hodson, Derek. In search of a rationale for multicultural science education. Science Education, v. 77, Nov. 1993: 685-711.

Stanley, William B., and Nancy W. Brickhouse. Multiculturalism, universalism, and science education. Science Education, v. 78, July 1994: 387-398.

This book offer a coherent vision of what it means to be scientifically literate, describing what all students regardless of background or circumstance should understand and be able to do at different grade levels in various science categories.

This book offers research from a range of theoretical and methodological perspectives is brought to bear on the question of how and why our nation's schools have failed to provide equitable learning opportunities with all students in science education.

Rakow, Steven J., and Andrea B. Bermudez. Science is ‘ciencia’: meeting the needs of Hispanic American students. Science Education, v. 77, Nov. 1993: 669-683.

Barba, Robertta H. A study of culturally syntonic variables in the bilingual/bicultural science classroom. Journal of Research in Science Teaching, v. 30, Nov. 1993: 1053-1071.

This book offers teachers, practitioners and researchers in the fields of science education and multicultural education lenses through which they can critically consider the myriad of classroom settings, instructional approaches, curricular materials, and scientific topics involved in what it means to teach science while pointedly addressing concerns about equity of educational opportunity, this volume serves as a powerful resource for linking theory and practice.