BrandB. R.GlassonG. E.GreenA. M. (2006). Sociocultural factors influencing students' learning in science and mathematics: an analysis of the perspectives of African American students. School Science and Mathematics, 106(5), 228–236. https://doi.org/10.1111/j.1949-8594.2006.tb18081.x.
2.
BrownB. A. (2004). Discursive identity: assimilation into the culture of science and its implications for minority students. Journal of Research in Science Teaching, 41(8), 810–834. https://doi.org/10.1002/tea.20228.
3.
BrownB. A. (2011). Isn’t that just good teaching? Disaggregate instruction and the language identity dilemma. Journal of Science Teacher Education, 22(8), 679–704. https://doi.org/10.1007/s10972-011-9256-x.
4.
BrownB. A. (2019). Science in the city: Culturally relevant STEM education. Harvard Education Press.
5.
BrownB. A.RyooK. (2008). Teaching science as a language: a “content‐first” approach to science teaching. Journal of Research in Science Teaching, 45(5), 529–553. https://doi.org/10.1002/tea.20255.
6.
Ladson‐BillingsG. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165. https://doi.org/10.1080/00405849509543675.
7.
MensahF. M.JacksonI. (2018). Whiteness as property in science teacher education. Teachers College Record, 120(1), 1–38.
8.
PrendergastC. J. (2003). Literacy and racial justice: The politics of learning after Brown v. Board of Education. SIU Press.