Fostering Student Success in Urban Secondary School Science Education

Abstract

In this chapter, we explore how 17 in-risk high school students came to choose science pathways. These participants experienced a variety of challenges including poverty, forms of trauma, being new to the country, housing instability, food insecurity, mental health challenges, and balancing responsibilities across school, home, and work. Our data was derived from semi-structured interviews within a phenomenological methodology. Drawing on theories of care to interpret our data, we noted the interplay of engaging, inquiry-driven science experiences and comprehensive social-emotional supports from caring teachers, peers, and the broader school community, creating a nurturing environment that went beyond traditional academic instruction. Teachers played a central role in delivering effective science pedagogy, providing enrichment opportunities, and acting as role models who challenged stereotypes. The school acted as a hub for a variety of services and programs while fostering an empowering environment. This work contributes to the research in urban science education and praxis, particularly in the Canadian context. It illuminates the transformative potential of urban schools that intentionally foster student success through holistic, strength-based practices. Our work offers counter-stories of success and resilience through participants’ voices, allowing their stories to teach and inspire us.