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Augmentation in science curriculum towards more equitable representation: an innovation study

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Augmentation in Science Curriculum Towards More Equitable Representation:
An Innovation Study

Megha Niranjan Shah

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

August 2023

© Copyright by Megha Niranjan Shah 2023
All Rights Reserved

The Committee for Megha Niranjan Shah certifies the approval of this Dissertation

Fred W. Freking
Angela “Laila” Hasan
Darline P. Robles, Committee Chair

Rossier School of Education
University of Southern California
2023

iv

Abstract
The present study aimed to evaluate the knowledge, motivation, and organizational resources
required for an international school to achieve its goal of providing an augmented science
curriculum that increases representation of scientists of color. The analysis focused specifically
on the high school science department, which serves Grades 9−12 in both the International
Baccalaureate (IB) or French Baccalauréat (le Bac) programs. Employing a qualitative research
design, the study utilized interviews and document analysis as data collection methods. The
findings revealed nine influences that impact the problem of practice, encompassing factual and
metacognitive knowledge, self-efficacy, affect motivation, resources, cultural models, and
cultural settings. Based on these influences, evidence-based recommendations were developed as
potential solutions. The study provides valuable insights to guide the initiatives of the
international school in enhancing the capacity of science educators and promoting greater
representation in science education.

v

Dedication
To the children of my womb and the young people of my classrooms. You are my reasons.

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Acknowledgements
I want to express my gratitude to Dr. Darline Robles for her guidance, enthusiasm, and
care throughout this process and the EDL program. She has my profound respect. As my
dissertation chair she suggested a committee who are inspiring. Dr. Freking and his important
work with science educators and inquiry-based science informed dissertation recommendations
and provides insight for instructional pieces. Dr. Hasan’s ingenious, creative curriculum in math
gives me hope for transformative cross-curricular experiences.
I want to express my love and appreciation for my EDL cohort: Alaina, Adam, and
Brandon, your friendship through this experience means so much to me.
I want to thank my family for being loving, kind, and always encouraging.
I want to thank my colleagues and the participants of this study who inspire me to do the
work I do.
Finally, I want to thank my chosen sisters, who love me and help me to stand as my best
self: Shilpa, Preeti, Anjli, and Cindy.

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Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ....................................................................................................................................... v
Acknowledgements ........................................................................................................................ vi
List of Tables .................................................................................................................................. x
List of Figures ................................................................................................................................ xi
Chapter One: Introduction .............................................................................................................. 1
Organizational Context and Mission ........................................................................................... 2
Organizational Performance Status/Need ................................................................................... 2
Related Literature ........................................................................................................................ 3
Importance of the Organizational Innovation ............................................................................. 4
Organizational Performance Goal ............................................................................................... 4
Stakeholders and Stakeholders’ Performance Goals ................................................................... 4
Stakeholder for the Study and Stakeholder Performance Gap .................................................... 6
Purpose of the Project and Questions .......................................................................................... 7
Methodological Framework ........................................................................................................ 8
Definition of Terms ..................................................................................................................... 8
Organization of the Study............................................................................................................ 8
Chapter Two: Review of the Literature ........................................................................................ 10
Influences on the Problem of Practice ....................................................................................... 10
Representation in Science ......................................................................................................... 11
Science Curriculum and Instruction .......................................................................................... 15
Pedagogy of Equity and Consciousness .................................................................................... 19

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Conceptual Framework ............................................................................................................. 22
Chapter Three: Methodology ........................................................................................................ 35
Assessment of Performance Influences ..................................................................................... 37
Participating Stakeholders and Sample Selection ..................................................................... 44
Interview Protocol Design ......................................................................................................... 45
Data Collection .......................................................................................................................... 46
Data Analysis ............................................................................................................................ 46
Trustworthiness of Data ............................................................................................................ 47
Role of Investigator ................................................................................................................... 47
Limitations................................................................................................................................. 48
Chapter Four: Results and Findings .............................................................................................. 49
Participating Stakeholders ......................................................................................................... 49
Determination of Assets and Needs .......................................................................................... 50
Results and Findings for Knowledge Causes ............................................................................ 50
Summary of Validated Influences ............................................................................................. 69
Chapter Five: Recommendations and Evaluation ......................................................................... 72
Organizational Context and Mission ......................................................................................... 72
Organizational Performance Goal ............................................................................................. 73
Description of Stakeholder Groups ........................................................................................... 73
Stakeholder Group for the Study ............................................................................................... 73
Purpose of the Project and Questions ........................................................................................ 74
Recommendations to Address Knowledge, Motivation, and Organization Influences ............ 75
Integrated Implementation and Evaluation Plan ....................................................................... 89

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Limitations and Delimitations ................................................................................................... 94
Recommendations for Future Research .................................................................................... 95
Conclusion ................................................................................................................................. 96
References ..................................................................................................................................... 98
Appendix A: Interview Protocol ................................................................................................. 106
Opening Script ......................................................................................................................... 106
Interview Questions ................................................................................................................. 107
Closing Script .......................................................................................................................... 109
Appendix B: Informed Consent/Information Sheet .................................................................... 110
Study Purpose .......................................................................................................................... 110
Participant Involvement .......................................................................................................... 110
Confidentiality ......................................................................................................................... 110
Investigator Information .......................................................................................................... 111
IRB Contact Information ......................................................................................................... 111
Appendix C: Recruitment Email ................................................................................................. 112
Email Content .......................................................................................................................... 112
Appendix D: Approval to Conduct Research ............................................................................. 114
Approval Request Language ................................................................................................... 114

x

List of Tables
Table 1: Organizational Mission, Organizational Goal, and Stakeholder Performance Goals....... 6
Table 2: Knowledge Influences on Stakeholder Ability to Achieve Performance Goals............. 26
Table 3: Motivation Influences on Stakeholder Ability to Achieve Performance Goals ............. 30
Table 4: Organizational Influences on Stakeholder Ability to Achieve Performance Goals ....... 33
Table 5: Knowledge Influences and Methods of Assessment ...................................................... 38
Table 6: Motivation Influences and Methods of Assessment ....................................................... 41
Table 7: Organizational Influences and Methods of Assessment ................................................. 43
Table 8: Knowledge Assets or Needs As Determined by the Data .............................................. 70
Table 9: Motivational Assets or Needs As Determined by the Data ............................................ 70
Table 10: Organizational Assets or Needs As Determined by the Data ....................................... 71
Table 11: Summary of Knowledge Influences and Recommendations ........................................ 76
Table 12: Summary of Motivation Influences and Recommendations ........................................ 80
Table 13: Summary of Organizational Influences and Recommendations .................................. 84
Table 14: Organizational Solutions Implementation, Metrics, and Evaluation ............................ 92
Table 15: Knowledge Solutions Implementation, Metrics, and Evaluation ................................. 93
Table 16: Motivation Solutions Implementation, Metrics, and Evaluation .................................. 93

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List of Figures
Figure 1: Gap Analysis Process .................................................................................................... 36

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Chapter One: Introduction
As the field of science becomes increasingly important in education for the future, it is
especially important to deliver a curriculum that is aligned with social justice and meritocracy.
Currently, there is severe underrepresentation of individuals who are people of color portrayed in
the adopted science curriculum and science text in American and International high schools
(Wood et al., 2020; Becker & Nilsson, 2021). By default, or intention, this underrepresentation
proliferates the depiction and narrative that credible scientists are White men and denies people
of color the opportunity to see like-persons in the history of the field. As an example, many
schools offer science courses of the International Baccalaureate (IB) program and even the IB
program textbooks do not mention a single person of color as a scientist of any kind (Pineda,
2020).
Exclusion of persons of color from the curriculum ignores their presence in and historical
contributions to the field. Students are without role models and schools disassociate these
students from science. It impacts our youth in broad ways, for example, counselors are less likely
to recommend students of color for science coursework (Francis et al., 2019). These impacts
flow into higher education as well. According to Eaton et al. (2019), women, Latinx people, and
African Americans are frequently stereotyped as being less competent in this field. Across all
science and engineering departments at American colleges and universities, Latinx people and
African Americans made up less than 1% of STEM faculty in 2015 (Eaton et al., 2019)
Exclusion of people of color and their stories in science has a long history in American
education and begins early in the K −12 pipeline. The context of the issue is broad, as there are
nearly one million students world-wide (International Baccalaureate Organization, n.d.) in IB

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programs. The implication is massive in that hegemonic culture of White knowledge is still very
much guiding science coursework for students all over the globe.
In general, the absence or exclusion of persons of color from science continues the
historical marginalization of these groups in science fields (National Science Foundation, 2017).
It continues to reserve positions of power in some of the highest paying careers for White males.
Organizational Context and Mission
Aces International School is the largest international school in a metropolitan area of the
southern region of the United States and contains grades pre-K to 12th. The mission of the
organization is to maintain its status as the city’s premier international school, by offering
students a rigorous path to graduating with the International Baccalaureate (IB) or French
Baccalauréat (le Bac). Part of the program goals is to combine high academic standards with a
kind and friendly atmosphere celebrating cultural, national, and linguistic diversity. Aces
International is home to over 500 high school students, all between the ages of thirteen and
nineteen. The website boasts of having the most diverse faculty and student body in the city.
Each high school student at Aces is enrolled in at least one science course for each of four years
of study with many international section (IB) students doubling their science courses for the
second two years. A pseudonym was assigned for purposes of this study.
Organizational Performance Status/Need
In order to fulfill its mission to combine high academic standards with a kind and friendly
atmosphere celebrating cultural, national, and linguistic diversity, it is imperative that Aces
International offer a science curriculum that is reflective of the world community. Failure to do
so reinforces the historic marginalization of people of color and groups from fields in science
and ignores their contributions to and ownership of knowledge. Without augmentation, the

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curriculum values are White, Eurocentric and exclude the stakeholders’ values for diversity.
Thus, the organization needs to acknowledge the exclusion of persons of color contributors to
science and develop a system for educators to augment current programs with the rich and
woven inclusion of diverse contributors in science as well as teach students to acknowledge and
interrogate omission of persons of color from scientific contribution. Currently no such system
exists.
Related Literature
The history of schooling in America has foundations in settler colonialism, White
supremacy, and Eurocentric ideals which contribute to current structures that protect and
proliferate marginalization of people by exclusion other than White males in science. The
practices of excluding individuals and cultures that are non-White have deep roots and contribute
to White supremacy culture (Painter, 2010; DuBois, 1920/1999), especially in American schools
(Spring, 2016; Utt & Tuchluck, 2001). Studies on representation in science curriculum and texts
are lacking but those that have been done find that White male representations dominate in the
curriculum (Chacón-Díaz, 2021). Schools that boast an internationally minded curriculum, also
struggle with overcoming historically Eurocentric ideals as they attempt to rewrite dissonant
curriculum and goals to be aligned with cultural relevance and international ideals (Drake, 2004;
Bunnell, 2009). The exclusion of people of color and women as role models in science has
impacted their exclusion from STEM fields (Eaton et al., 2019; NSF, 2017; Knobloch-
Westerwick et al., 2013). Theories and methodologies for improving representation in science
are emerging new ways for teachers to strategize for more representative curriculum and
culturally aware instruction (Suriel & Atwater, 2012; Quinlan, 2020).

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Importance of the Organizational Innovation
It is important for the organization to develop a system for augmentation of science
curriculum towards more equitable representation for a variety of reasons. The organizational
mission is to maintain its status as a premier international school by offering a rigorous academic
path coupled with an atmosphere of diversity. In order to attract families and maintain its status
as the premier international school, the organization needs to consistently engage in providing
culturally relevant curriculum that is congruent with the international vision.
Organizational Performance Goal
By June 2025, 100% of Aces International high school division science courses will
employ curriculum that is augmented for more equitable representation. The goal was
established by the researcher based on analysis of needs and in alignment with the school’s
mission and was discussed with the science department at the onset of this study design in
January 2022. This goal will involve administrator and teacher professional development for
culturally relevant practice, teacher research and collaboration by subjects in science, and the
development of a science educator resource bank for lessons that mesh with pre-existing
program curriculum. Achievement of Aces International science department’s goal in this matter
will be measured by review of term curriculum and lesson plans and support will be offered
where necessary.
Stakeholders and Stakeholders’ Performance Goals
The stakeholders most directly contributing and benefitting from meeting the goal of
employing curriculum that is more equitable in representation and that teaches critical
consciousness are the chief academic officer, the science department faculty and staff, and the
students. The chief academic officer’s key role would be to offer professional development and

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support to the science department as it does the main work of creative planning and
implementation of augmentation for equity. The students will benefit from receiving a more
equitable science education in numerous ways and their interaction with new content will also
contribute to informing the organization of areas of strengths and challenges.
Chief Academic Officer
There is one administrator who serves as the school’s chief academic officer for all grade
levels. The key interest of the chief academic officer in adding diversity of science scholars and
perspectives to the school curriculum is to align the curriculum with the school’s mission and
continue to attract families seeking a global mindset.
Science Department
There are fourteen teachers and two lab technicians. One of the teachers serves as the
department head in the high school science department. One of the teachers is the principal
investigator. Leveled courses in biology, chemistry, physics, and environmental sciences are
supported and taught. The department’s key interest in adding diversity of science scholars and
perspectives to curriculum is to improve student learning outcomes by providing models and
teaching critical consciousness.
Students
There are approximately 520 students enrolled in Aces high school. The primary interests
of this group in having more diversity reflected in their science curriculum is to see self-same
examples in science, improve their learning outcomes, and gain knowledge and understanding
from a critical perspective and worldview.

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Table 1
Organizational Mission, Organizational Goal, and Stakeholder Performance Goals
Structure/Position
Goal
Organizational mission

Aces International offers students a rigorous path to
graduating with either the International
Baccalaureate (IB) Diploma or the French
Baccalauréat (le Bac) Diploma and combines
high academic standards with a kind and
friendly atmosphere celebrating cultural,
national, and linguistic diversity.

Organizational performance

By June 2025, 100% of Aces International high
school division science courses will employ
curriculum that is augmented for more
equitable representation.

Aces International Chief Academic
Officer

By January 2024, the Chief Academic Officer will
program and deliver 2 sessions of ongoing
professional development in culturally relevant
practice for administrators and teachers.
Aces International High School
Science Department

By June 2024, the science department will
collaborate to augment curriculum for more
equitable representation and teach critical
perspectives and inquiry for representation of
persons of color in science to be implemented
at 100% the following school year.
Aces International High School
Science Students

By June 2025, 100% of high school science
students receive an augmented curriculum for
more equitable representation and are taught
critical perspectives and inquiry for
representation of persons of color in science.

Stakeholder for the Study and Stakeholder Performance Gap
While the joint efforts of all stakeholders contribute to the achievement of the overall
organizational goal of employing more equitably representative science curriculum to ensure

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100% of the high school’s science courses are providing culturally relevant curriculum, it was
important to understand the needs of the science department as it attempted to build resources
and create an implementation plan that was meaningful and robust in meeting the expectation.
Therefore, the stakeholders of focus for this study were all Aces International high school
science department members. The stakeholders’ goal, supported by the Chief Academic Officer,
is to collaborate to augment curriculum for more equitable representation and teach critical
perspectives and inquiry for representation of persons of color in science for the following school
year. These science department activities include deep and meaningful collaboration, creation of
a shared, accessible electronic resource bank, and thoughtful, woven implementation throughout
the school year in each course for students. Review of science textbooks, materials, and teacher
expectations revealed that there was no curriculum and requirement for the science department to
deliver curriculum that included diversity of science scholars and teaching of critical
consciousness. The organizational goal is for 100% of Aces International high school division
science courses to employ a curriculum that is augmented for more equitable representation. The
gap in performance, therefore, was 100%.
Purpose of the Project and Questions
The purpose of this project was to conduct a needs’ analysis in the areas of knowledge
and skill, motivation, and organizational resources necessary to reach the organizational
performance goal. The analysis began by generating a list of possible needs and then moved to
examining these systematically to focus on actual or validated needs. While a complete needs’
analysis would focus on all stakeholders, for practical purposes the stakeholder to be focused on
in this analysis was all Aces International high school science department members.
As such, the questions that guided this study follow:

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1. What are the knowledge, motivation, and organizational needs necessary for Aces
high school science department members to collaborate to augment curriculum for
more equitable representation and teach critical perspectives and inquiry for
representation of persons of color in science?
2. What are the recommended knowledge, motivation, and organizational solutions to
those needs?
Methodological Framework
A needs analysis was adapted from Clark and Estes’ (2008) gap analysis, a systematic,
analytical method that helps to clarify organizational goals and identify the gap between the
actual performance level and the preferred performance level within an organization. Assumed
knowledge, motivation and organizational needs were generated based on personal knowledge
and related literature. These needs were validated by using interviews, literature review, and
content analysis. Research-based solutions were recommended and evaluated in a comprehensive
manner.
Definition of Terms
• Culturally relevant curriculum reflects a curriculum that respects learners’ cultures and
prior experiences. It acknowledges and values the legitimacy of different cultures, not
just the dominant culture of a society, and encourages intercultural understanding.
• Critical consciousness describes the ability to recognize and analyze systems of
inequality and the commitment to take action against these systems.
Organization of the Study
Five chapters were used to organize this study. This chapter provided the reader with the
key concepts and terminology commonly found in a discussion about augmenting for

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representation in science. The organization’s mission, goals, and stakeholders as well as the
initial concepts of gap analysis adapted to needs analysis are introduced herein. Chapter 2
provides a review of current literature surrounding the scope of the study. Topics of systemic
erasure in academia, STEM fields, culturally relevant curriculum, and international education are
addressed. Chapter 3 details the assumed causes for this study as well as methodology when it
comes to choosing participants, data collection, and analysis. In Chapter 4, the data and results
are assessed and analyzed. Chapter 5 provides solutions, based on data and literature, for
addressing the needs and closing the performance gap as well as recommendations for an
implementation and evaluation plan for the solutions.

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Chapter Two: Review of the Literature
International high school programs in the United States often lack international
representation of individuals and cultures in science curriculum which fails to align with school
vision, appeal for worldview education, and to meet the needs and expectations of students. It is
important to study this issue to develop an understanding of how educators can augment
international science curriculum for critical consciousness and cultural relevance. In this chapter,
I first provide an overview of representation in science education, discuss the current curriculum
and instruction norms, and then review literature for pedagogy in equity and consciousness.
Afterwards, I review the role of the science department members, followed by the explanation of
the knowledge, motivation and organizational influences’ lens used in this study. Next, I turn my
attention to the science department members’ knowledge, motivation and organizational
influences and complete the chapter by presenting the conceptual framework.
Influences on the Problem of Practice
In order to understand the exclusion of people of color from science curriculum, an
overview of representation in science education including history, Eurocentric ideals, lack of
research specific for science education, and related outcomes helped to assess the influence of
these factors on exclusion. It was also imperative to consider the current curriculum and
instruction norms including teacher preparation, curriculum and instruction standards, and
National Generation Science Standards and their influence on curriculum development. Finally,
the literature for pedagogy in equity and consciousness was reviewed, including how relevant
theories influence and inform how solutions may be thought about and sought for the problem of
practice.

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Representation in Science
This issue of exclusion has old and long roots in White supremacy, settler colonialism,
and hegemonic culture. The initial purposes of schooling in America also play a grand role in
curriculum design and adoption today. Nell Irvin Painter, in the introduction of The History of
White People (2010), explains that ideas of race and negative and positive associations with
different groups began long before Europeans settled in America. The Painter (2010) states
“ancient history (was made) into white-race history and classics into a lily-white field complete
with pictures of blond ancient Greeks” (p. x). It is what the author says next that is most telling
of why it is so important to have representation of people of color in studies of any kind: she
says, “transforming the ancients into Anglo-Saxon ancestors made classics unwelcoming to
African American classicists” (Painter, 2010, p. x). It is obvious that relatable images, models,
and persons should be represented both presently and in the historical perspective in an area of
study ⎯namely for current times, in science, and if they are not, they are unwelcoming to the
persons they exclude. What Painter (2010) is alluding to in a general sense is White supremacy
and the hegemony of White culture beginning a long time ago. The exclusion on non-White
persons is historical and it clearly marginalizes their presence and significance to any field from
which they are excluded, including science.
White supremacy could be thought of as, “this assumption that of all the hues of God
whiteness alone is inherently and obviously better than brownness or tan,” (Du Bois, 1920/1999,
p. 923) which in turn leads to, “a set of thinking patterns, norms, and standards that promote an
ideology (of whiteness) of thinking and actions” (Utt & Tuchluk, 2001, p. 126. Among a list of
the characteristics of white supremacy culture, Jones and Okun (2001), identify paternalism and
power-hoarding. Both of these traits contribute to the ongoing erasure of persons of color from

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science literature and curriculum in schools. In paternalism, “those with power often don’t think
it is important or necessary to understand the viewpoint or experience of those for whom they are
making decisions” (Jones & Okun, 2001, p. 4) and therefore will decide to continue to push forth
the same narratives of science they are used to without questioning how it might impact the
futures of students of color. Power-hoarding is when, “those with power assume they have the
best interests of the organization at heart and assume those wanting change are ill-informed
(stupid), emotional, inexperienced” (Jones & Okun, 2001, p.5) thus devaluing the voices of
persons who might otherwise illicit changes in curriculum or eliminating them from the
conversation.
Finally, it is important to bring into view the initial purpose of schooling in America. In
Deculturalization and the Struggle for Equality, Spring (2016) outlines educational methods of
colonization. In a form of deculturalization, under the premise that Anglo-American culture was
superior, non-Anglo-American students were forced to learn an Anglo-American centered
curriculum (Spring, 2016): a practice that has been maintained by the systems of power until
today. Also, within the outline, Spring (2016) discusses the denial of education, or “the attempt
of a ruling group to control another culture by denying it an education…the assumption is that
education will empower a group to throw off the shackles of its domination” (p. 6). Both of these
practices have been implemented historically and to the present day, beginning with settler
colonialism, to deny individuals of color role models and futures in relevant fields of study like
science.
Lack of Research
Studies on representation in science curriculum are lacking. But those that have been
done find that White male representations dominate in the curriculum. Chacón-Díaz (2021) finds

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that there is a limited number of textbook analyses that explore representation in mathematics
and science from a historical standpoint and the study findings reflect that science and math
textbooks continue to exhibit male Eurocentric representations. Without representation the
material being taught is not enriched with accurate knowledge that serves and represents all
learners. The exclusion of representation of people of color in curriculum does not allow students
of color to make deeper connections with the material. Students, in turn, assume that only those
that conform to the ideas of the Anglo-American can succeed in scientific fields and this does not
accurately or ethically represent those in the field that have been overlooked due to the biases of
schooling in America.
Eurocentrism
European white ideals have historically played a significant role in shaping societal
values and controlling knowledge production. Tinson (2017) explores the tradition of fugitive
black study and its relationship to the dominance of European white ideals in knowledge
production. The author highlights the work of W.E.B. Du Bois, the influential African American
scholar, who challenged the Eurocentric ideals of knowledge and advocated for a more inclusive
and diverse approach. European White ideals have historically led to the marginalization of
alternative knowledge systems and voices (Tinson, 2017). Dominant narratives can shape
epistemological frameworks (Nagel, 2016). By recognizing the influence of European white
ideals on knowledge systems, one can better comprehend the broader implications of their
dominance.
In their research, Mensah and Jackson (2018) explore the concept of whiteness as
property within the context of science teacher education. They argue that European ideals, which
are often equated with whiteness, are frequently considered the norm and default in educational

14

settings. This normalization of European white ideals leads to the marginalization and exclusion
of non-European perspectives in science education. By shedding light on this issue, their study
highlights how the ownership of knowledge becomes intertwined with European white ideals,
thereby perpetuating unequal power dynamics within educational environments. It is imperative
to underscores the importance of recognizing and challenging the dominance of European white
ideals in order to promote inclusivity and create more equitable educational spaces.
European White ideals have exerted significant influence over societal values and the
ownership of knowledge. The literature demonstrates the historical and ongoing marginalization
of diverse perspectives and alternative knowledge systems. Understanding and challenging these
dynamics is crucial for fostering inclusivity and decolonizing knowledge production. By
recognizing the dominance of European White ideals, it is possible to move towards a more
equitable and diverse society that embraces multiple perspectives and recognizes the value of all
knowledge systems in science.
Outcomes for Underrepresented Groups
Groups that are underrepresented in curriculum, are also underrepresented in STEM
fields. Exclusion of people of color from the curriculum ignores their presence in historical
contributions to the field. Students are without role models and schools disassociate these
students from science. It impacts our youth in broad ways, for example, counselors are less likely
to recommend students of color for science coursework (Francis et al., 2019). These impacts
flow into higher education as well. According to Eaton et al. (2019), women, Latinx people, and
African Americans are frequently stereotyped as being less competent in this field. Across all
science and engineering departments at U.S. colleges and universities, Latinx people and African
Americans made up less than 1% of STEM faculty in 2015 (Eaton et al., 2019).

15

The observation of the “Matilda effect” in the science writing or the consistent under-
recognition of scientists—to science communication due to incongruities between gender roles
and the scientist role (Knobloch-Westerwick et al., 2013), is another example of how
marginalized groups show up as underrepresented in science. Gender-bias in science has gained
much attention in recent years, and great strides have been made in the plight of women in
science, however the predominance of White males continues. The lack of cultural diversity,
both in male and female scientist representations is profoundly inequitable.
Exclusion of individuals of color and their stories in science has a long history in
American education and also begins early in the K −12 pipeline. The context of the issue is much
broader than that of one school, as there are nearly one million students world-wide
(International Baccalaureate Organization, n.d.) in IB programs. The implication is massive in
that hegemonic culture of White knowledge is still very much guiding science coursework for
students all over the globe.
In general, the absence or exclusion of individuals of color from science continues the
historical marginalization of these groups in science fields (NSF, 2017). It continues to reserve
positions of power in some of the highest paying careers for White males.
Science Curriculum and Instruction
The promotion of diverse representation in science education programs necessitates the
training of teachers who can effectively address the needs of culturally diverse classrooms. Suriel
and Atwater (2012) investigate the experiences of white teachers in developing multicultural
science curricula. Research reveals that teachers who have undergone transformative cultural
experiences and identify as members of marginalized cultural groups are more likely to promote
multicultural approaches to science education and demonstrate a higher level of implementation

16

of multicultural curricula, as categorized by Bank's typology (Suriel & Atwater, 2012). The
study underscores the significance of teacher perspectives and experiences in shaping inclusive
science curricula.
The National Council for Accreditation of Teacher Education (NCATE) emphasizes the
need for educators to adapt to increasingly culturally diverse classrooms. Their guidelines
advocate for teachers to be trained in multicultural education theories and methods. The NCATE
expects teachers to develop inclusive curricula and classrooms that respect students' ethnicity,
culture, and worldviews. This mandate highlights the importance of teacher training in
promoting culturally responsive teaching practices.
There is great significance in training teachers to develop culturally diverse science
curricula. Teachers who have transformative cultural experiences and receive training in
multicultural education theories and methods are better prepared to establish inclusive learning
environments. The findings from Suriel and Atwater's study (2012) and the guidelines provided
by the NCATE emphasize the need for teachers to adapt to the increasing cultural diversity in
classrooms. By equipping teachers to develop multicultural science curricula, educational
institutions can foster inclusive and equitable learning experiences that respect and embrace the
diverse perspectives and backgrounds of all students. It makes sense, therefore, that textbooks
should also reflect multiculturalism.
Curriculum and Instruction Standards
There are several issues surrounding curriculum and instruction standards in science
education. Several studies shed light on challenges and inequities within science education. The
studies address topics such as the misalignment with mission statements, biased structures in
educational funding, limited course offerings, and the impact of authoritarian language.

17

In exploring the misalignment between curriculum and instruction standards and the
mission of the International Baccalaureate (IB) program, Patterson and Gray argue that current
structures hinder investigative, creative, and exploratory approaches to science education, which
are central to the IB's goals (2019). Their findings underline the importance of aligning
curriculum and instruction with the intended educational vision. Also relevant, is examining the
effectiveness of the International Baccalaureate Diploma Programme in delivering its mission
statement. The Lineham (2013) study highlights the need for a holistic approach to science
education, emphasizing inquiry-based learning and creative exploration. It raises concerns about
curriculum and instruction standards that may not fully embody the mission's aspirations, urging
educators to bridge this gap.
Another key article delves into the expansion of science capital in K −12 science
textbooks, focusing on the accomplishments of African American scientists (Quinlan, 2020). The
importance of diverse representation in science education materials to inspire and engage
students from underrepresented backgrounds is profound (Quinlan, 2020). By expanding the
content and perspectives of science textbooks, educators can promote inclusivity and encourage
greater participation in STEM fields.
Authoritarian language in science curriculum standards also bears impact on teaching and
learning (Wallace, 2011). Rigid standards can act as barriers, hindering inquiry-based instruction
and student engagement in science classrooms (Wallace, 2011). The findings stress the need for
flexible and adaptive curriculum frameworks that foster a spirit of exploration and curiosity.
The studies highlight the challenges and inequities within science education. They
emphasize the importance of aligning curriculum and instruction standards with educational
missions, promoting inclusivity, and creating engaging learning environments. By addressing

18

biased structures, expanding science capital, and reevaluating authoritarian language in
curriculum standards, educators can foster transformative change. Curriculum and instruction
standards have formed structures that often do not align with mission statements of the
International Baccalaureate and are contrary to investigative, creative, exploratory science.
Next Generation Science Standards
Although presumably aligned with ideals of more representation and equity in science
education, Next Generation Science Standards (NGSS) fail to deliver specific elements of the
Nature of Science (NOS) aspect of its contents, which would most closely speak to
diversification of representation, creativity, and subjectivity. The sources analyzed aim to gain a
nuanced understanding of the limitations of the NGSS in addressing NOS elements and explore
potential solutions to enhance their inclusion.
Hoeg and Bencze (2017) conduct an analysis of the values underpinning STEM
education in the U.S., with a specific focus on the NGSS. The study reveals that while the NGSS
may align with the ideals of representation and equity, they fail to adequately incorporate certain
NOS elements such as creativity and subjectivity. Concerns are raised about the limited emphasis
on these crucial elements in the NGSS and suggest the need for comprehensive integration.
McComas and Nouri (2016) analyze the NOS and its representation in the NGSS. The study
evaluates the NGSS's treatment of NOS and also identifies gaps in addressing key elements such
as creativity and subjectivity. The authors provide a comprehensive analysis and offer potential
solutions to enhance the integration of NOS in the NGSS.
In investigating teacher instructional change in relation to integrating the NGSS and
stewardship in professional development, Hayes et al. (2017) shed light on the challenges
teachers face when implementing the NGSS, particularly in relation to the incorporation of NOS

19

elements. The findings highlight the need for targeted support and resources to effectively
integrate NOS elements within the NGSS framework.
There are clear limitations of the NGSS in adequately addressing NOS elements,
including creativity and subjectivity. To address these limitations, there is a need for
comprehensive integration of NOS within the NGSS framework. This can be achieved through
targeted support for teachers, professional development programs, and the development of
resources that facilitate the effective incorporation of NOS elements in science instruction. It is
worthwhile to enhance the impact and effectiveness of the NGSS in fostering a more diverse and
inclusive science education.
Pedagogy of Equity and Consciousness
It is important to teach using perspectives and pedagogies that are relevant to learners.
The exclusion of certain cultural, racial, and ethnic groups from curriculum further marginalizes
and minimizes the importance of those students’ experiences in sciences. Culturally relevant
pedagogy/curriculum is an approach to teaching that acknowledges that students from diverse
cultural, racial, and ethnic backgrounds bring unique perspectives and knowledge to the
classroom and aims to incorporate these perspectives into the curriculum. The exclusion of
certain cultural groups from the curriculum can lead to a disconnection between students'
personal experiences and what is being taught in the classroom.
Culturally Relevant Pedagogy/Curriculum
The concept of culturally relevant pedagogy was first introduced by Gloria Ladson-
Billings (1995) who argues that teaching should not be a one-size-fits-all approach but should
instead consider the cultural backgrounds and experiences of students. Ladson-Billings (1995)
highlights the detrimental effects of excluding certain cultural, racial, and ethnic groups from the

20

curriculum, emphasizing the importance of valuing and affirming diverse perspectives and
experiences.
Building on this foundation, Johnson (2010) focuses specifically on culturally relevant
pedagogy in science education. The study explores how teachers navigate the change in
pedagogy towards cultural relevance in science classrooms. Findings indicate that while many
teachers recognize the importance of culturally relevant practices, they face challenges in
implementing them. These challenges include limited resources, lack of professional
development opportunities, and tensions between standardized curricula and culturally
responsive teaching. There is a strong need for professional development, support, and resources
to help teachers effectively implement culturally relevant pedagogy (Johnson, 2010).
Culturally relevant pedagogy/curriculum aims to create an inclusive and equitable
learning environment where all students feel valued and empowered. By incorporating students'
cultural backgrounds and experiences into the curriculum, it enhances their learning outcomes,
engagement, and overall educational experience.
Critical Consciousness
Critical consciousness refers to the ability to critically analyze and understand the social,
cultural, and political factors that shape one's experiences and the world around them. It involves
developing awareness of social inequality, oppression, and the need for social change. There is
debate in the United States as to whether it should be taught in the classroom or not. There was a
“culture war” that emerged around the implementation of the IB program as there were tensions
between those who saw critical consciousness as essential for global citizenship education and
those who raised concerns about ideological biases and cultural dissonance (Bunnell, 2009).

21

A few years before, Drake (2004) focused on the role of international education and IB
programs in promoting critical consciousness. The study discussed how IB programs aimed to
develop students' critical thinking skills, intercultural understanding, and engagement with global
issues. It emphasized the importance of fostering critical consciousness to prepare students to
become active global citizens who can contribute to positive social change.
It is very important to understand the role of critical consciousness within the context of
education, specifically in relation to the IB program and international education. A mission
inclusive of international mindedness would highlight the significance of empowering students
to question dominant narratives, challenge inequalities, and work towards social justice. Critical
consciousness plays a vital role in creating learning environments that encourage dialogue,
critical reflection, and action, enabling students to become agents of change in their communities
and society.
The issue of representation in science education has deep historical roots in White
supremacy, settler colonialism, and hegemonic culture. The exclusion of people of color from
curriculum and instructional materials perpetuates the marginalization and underrepresentation
of these groups in STEM fields. The dominance of Eurocentric ideals and the power dynamics
associated with them further contribute to the inequities in science education. The lack of
research on representation in science curriculum highlights the need for more studies to address
this important issue. It is crucial to train teachers in culturally responsive pedagogy and provide
them with the tools to develop inclusive and diverse science curricula. Additionally, curriculum
and instruction standards need to be critically examined and aligned with the mission of
promoting inclusivity and equity in science education. By recognizing and challenging the

22

dominance of European white ideals and promoting culturally relevant pedagogy, we can foster a
more inclusive, equitable, and diverse scientific community.
Conceptual Framework
The Clark and Estes’s (2008) gap analysis framework provides a systematic problem-
solving process to investigate the root causes of organizational performance goals. The root
causes are organized into three categories of influences: (1) knowledge, (2) motivation, and (3)
organization factors, also known as KMO. This gap analysis framework (Clark & Estes, 2008)
begins with clearly defined goals, followed by an analysis to determine the gaps between the
goals and the current performance. After hypothesizing about possible causes for the gap, those
causes are then validated and prioritized. The gap analysis ends with developing solutions
(Rueda, 2011). In addition to identifying the barriers, this process also highlights the strengths of
the organization.
In the present study, the Clark and Estes (2008) gap analysis framework was adapted as a
needs analysis for innovation at the international school. The framework is suited to study
stakeholder performance within an organization, in this case, teacher performance with the
school’s adopted curriculum and standards as it pertains to the institutional mission. This
problem-solving process was based on 1) understanding teacher goals with regard to the
organizational goal, and 2) identifying assumed performance influences in the areas of
knowledge, motivation and organization based on general theory, context-specific literature, and
an existing understanding of the organization.
Stakeholder Knowledge, Motivation, and Organizational Influences
The modified gap analysis model assists in the organization of three topics of influence.
The knowledge set of influences includes factual and metacognitive, the motivation set of

23

influences includes, value, self-efficacy, and affect, and the organizational set of influences
includes resources, cultural settings, and cultural models.
Knowledge and Skills
The Clark and Estes (2008) gap analysis includes an examination of the knowledge and
skills of the people involved in the work required to achieve the goal, or basically the “what” that
one needs to know and do in order to achieve the desired results (Rueda, 2011). Krathwohl
(2002) identifies four types of knowledge: factual, conceptual, procedural, and metacognitive.
All of the basic facts, information, specific details, and terminology related to a particular topic
are considered factual knowledge (Krathwohl, 2002; Rueda, 2011). The understanding of the
interconnection of the factual knowledge elements is conceptual knowledge (Krathwohl, 2002).
This includes elements such as categories, classifications, principles, generalizations, theories,
models, or structures (Rueda, 2011). While factual and conceptual knowledge identify what
people must know, procedural knowledge identifies what people need to be able to do, or the
necessary skills, based on the factual and conceptual knowledge (Clark & Estes, 2008;
Krathwohl, 2002; Rueda, 2011). Procedural knowledge includes algorithms, techniques, and
methods, as well as knowledge of which procedure is most appropriate in varied contexts
(Krathwohl, 2002). Metacognitive knowledge, defined in 1977 by John Flavell, refers to thinking
about thinking (Baker, 2006). More specifically, metacognition includes both the knowledge of
and the control of cognition, and it requires the ability to self-reflect and self-regulate (Baker,
2006; Krathwohl, 2002).
Declarative Factual Knowledge Influences
Declarative factual knowledge refers to the required basic facts, information, specific
details, and terminology in order to understand a particular topic (Krathwohl, 2002; Rueda,

24

2011). In the context of augmenting the science curriculum for representation, the science
department needs to know the global mindedness mission of the IB and of Aces International to
be successful. It is also imperative that science department members have knowledge of
culturally relevant curriculum and critical consciousness. Therefore, an assumed influence that
can act as a barrier for the science department in achieving their goal is their lack of knowledge
of these components. Validation of this assumed knowledge influence occurred through semi-
structured interviews. Interviews with individual science department members were used to
assess this assumption.
The factual influence for this section is threefold. Science department members need to
know the international-mindedness mission of the IB organization and of the school. Science
department members need to know about culturally relevant curriculum. And, science
department members need to know about critical consciousness. Science department members
oversee the delivery of curriculum. The organizational goal for 100% of Aces International high
school division science courses to employ curriculum that is augmented for more equitable
representation was created in response to the priority for international mindedness throughout the
IB organization and the school. To begin the innovative augmentation process, the science
department members need to use their prior knowledge of the organizational mission, culturally
relevant curriculum, as well as critical consciousness in science (Brown & Crippen, 2017). This
prior knowledge (Ambrose et al., 2010) will help guide science department members to define
the boundaries of their work.
Metacognitive Knowledge Influences
Metacognition is one’s ability to reflect, adjust, be aware of your own cognition, and
know when and why you are doing something (Krathwohl, 2002; Rueda 2011). For an

25

organization to grow, stakeholders need to reflect, assess, and adjust accordingly before, during,
and after implementation of goals. At Aces, stakeholders must take time for this important
process to reach their organizational goal.
Here, the metacognitive influence is that science department members need to reflect on
how their own positionality interacts with the performance goal. Metacognition refers to the self-
directed awareness, thinking, and knowledge about one’s own cognition (Ambrose et al., 2010;
Baker, 2006; Flavell, 1979; Krathwohl, 2002). This reflection process aids with problem-
solving ⎯knowing when and why to take specific actions (Rueda, 2011). In the context of
augmenting the curriculum to be more representative of people of color, science department
members would need to reflect on their own positionality (Douglas & Nganga, 2013; Bryce et
al., 2016) and how it impacts the decisions they make as well as how it ultimately impacts
outcomes for students. Therefore, an assumed influence that can act as a barrier for the science
department in achieving their goal is their inability to reflect on and learn from the interactivity
of their positionality with their efforts towards the stated goal (Bryce et al., 2016). This cause can
be validated through interview questions asking members to reflect on their views of the value of
the performance goal as well how they are oriented towards it. Interviews with individual science
department members were used to assess this assumption.
Table 2 shows the stakeholder’s influences and the related literature.

26

Table 2
Assumed Knowledge Influences on Stakeholder Ability to Achieve Performance Goals
Assumed knowledge influences Type of knowledge Scholarship
The science department needs to know the
international mindedness mission of the
organization.
Declarative factual
(terms, facts,
concepts)
Ambrose et al., 2010
Krathwohl, 2002;
Rueda, 2011
The science department needs to know
what culturally relevant curriculum is.
Declarative factual
(terms, facts,
concepts)
Brown & Crippen,
2017;
The science department needs to know
what critical consciousness is.
Declarative factual
(terms, facts,
concepts)
Ladson-Billings, 2011;
2017
The science department members need to
reflect on how their own positionality
interacts with the performance goal.
Metacognitive Baker, 2006; Douglas
& Nganga, 2013; Bryce
et al., 2016

Motivation
After a goal has been established, and knowledge of the stakeholders has been
determined, the next step is to assess stakeholder motivation.
General Theory
Three indices of motivational behavior have been identified to determine a motivation-
performance connection: the active choice to pursue a goal or accomplish a task; the persistence
through distractions or challenges; and the invested mental effort to learn new skills and maintain
confidence while working on the task or pursuing the goal (Clark & Estes, 2008; Mayer, 2011;
Rueda, 2011). In general, the knowledge to perform a task does not mean that a person will
perform so with any level of success without the motivation to do the task (Rueda, 2011).

27

Stakeholder/Topic-Specific Factors
Goal attainment is possible with the incorporation of all three motivational factors (Clark
& Estes, 2008). In addition, the following motivational principles have emerged from research
dedicated to understanding motivation (Pintrich, 2003; Rueda, 2011): self-efficacy beliefs,
attribution beliefs, value, goal content, and goal orientations. Self-efficacy is a person's belief in
their own ability to achieve a particular goal (Bandura, 1997). Motivational attribution refers to
the beliefs a person has regarding the reasons goal attainment is successful or not, and the
amount of control a person has in that outcome (Wiener, 2005). Motivational value is the level of
significance one gives to a goal or task (Rueda, 2011). Goal content focuses on the work of
Bandura (2001) and how goals may or may not motivate behavior. Goal orientation, according to
Pintrich (2003), seeks to understand the reasons one participates in achieving a goal. Three areas
of motivation were explored regarding the organizational performance goal: value, self-efficacy,
and affect/emotions.
Value. One motivational variable is value which refers to the perceived importance,
enjoyment, usefulness, and cost associated with a task (Rueda, 2011) that influences an
individual’s choice to pursue and persist through a task (Clark & Estes, 2008). Value serves as a
motivational influence because the higher the perceived value, the higher the chance of one
starting and persisting through a task (Rueda, 2011). Clark and Estes (2008) identified three
types of value: (a) interest value, relating to interest in a particular task; (b) skill value, tasks that
challenge an individual’s special skills; and (c) utility value, a focus on the benefits of the end-
results.
Individually and collectively science department members need to see the value of the
alignment between the organization’s mission and their innovation goals. In the context of

28

innovating and implementing culturally relevant science curriculum, to be successful, science
department members must value the alignment between the IBO’s mission and the organizational
performance goal. The assumed influence of value can be validated through interview questions,
asking science department members to share how the IBO’s mission for international
mindedness benefits their department’s augmentation of curriculum for greater representation of
persons of color and critical consciousness. Science team members' ability to explain how their
goals align with the IBO’s common agenda was used to assess this assumption.
Self-Efficacy. Bandura provides the groundwork for understanding the connection
between self-efficacy and achieving goals (1997, 2001). Those who are self-motivated and
confident in their ability are more likely to engage in tasks and achieve goals. In contrast, those
with low self-efficacy avoid work, have low motivation levels, and give up more quickly.
Motivated teachers who are confident in their abilities and have positive expectations for success
are likely to meet performance goals.
The work of Suriel and Atwater (2012) aligns with the idea that teacher attitudes can
impact the degree to which they are able to transform science curricula for higher levels of
Bank's typology for curricula' multicultural approaches. In their study, Suriel and Atwater (2012)
found that teachers who had the knowledge to implement strategies to transform curriculum were
confident, and more successful at incorporating higher levels of multicultural approaches. Those
who lacked the confidence and knowledge transformed less or at lower levels.
Individually, science department members need to be confident that they can effectively
innovate for the organizational performance goal. For the science teachers and lab technicians to
achieve the organizational goal of augmenting the science curriculum to be more representative

29

of people of color and critically conscious, they need to feel confident, have positive
expectations for their success, and persist in being innovative.
Affect/Emotions. A teacher's affect/emotions not only affect their motivation but that of
their students, too, as task engagement can increase or decrease accordingly (Pekrun, 2011). It is
imperative that teachers feel positive about supporting the organizational performance goal and
the potential impact its implementation can have on students (Atwater et al., 2010).
Individually, science department members need to feel positive about the potential impact
of the organizational performance goal for students. Collectively, science department members
need to feel positive about the potential impact of the organizational performance goal for
students. Aces International School science department members need to activate and feel
positive emotions about augmenting the curriculum for students.
Table 3 shows the stakeholder’s influences and the related literature.

30

Table 3
Assumed Motivation Influences on Stakeholder Ability to Achieve Performance Goal
Assumed motivation influences Motivation
constructs
Scholarship
Individually and collectively science
department members need to see the
value of the alignment between the
organization’s mission and their
innovation goals.
Utility value Clark & Estes, 2008; Patterson
& Gray, 2019; Rueda, 2007
Individually, science department
members need to be confident that
they can effectively innovate for the
organizational performance goal.
Self-efficacy Bandura, 2001; Pintrich, 1999;
Suriel & Atwater, 2012; Zee &
Koomen, 2016

Individually, science department
members need to feel positive about
the potential impact of the
organizational performance goal for
students.
Affect Atwater et al., 2010; Pekrun,
2007; Schunk, 2012
Collectively, science department
members need to feel positive about
the potential impact of the
organizational performance goal for
students.
Affect Atwater et al., 2010; Pekrun,
2007; Schunk, 2012

Organizational Factors
An organization can still experience a performance gap relative to its goal even with
people who are knowledgeable and motivated. For this reason, the third and final component of
the Clark and Estes (2008) gap analysis framework addresses the organizational factors that may
prevent the achievement of the performance goals. Organizational performance gaps can surface
due to inefficient and ineffective material resources and work processes (Clark & Estes, 2008).
In addition to material resources and work processes, an organization’s performance is

31

influenced by the organizational culture, specifically the cultural model and the cultural settings.
The cultural model refers to the shared beliefs, values, and customs for how things work within
an organization (Bolman & Deal, 2017; Deal & Kennedy, 1983; Gallimore & Goldenberg, 2001;
Schein, 1992), while the cultural settings offer insight into why the organization functions the
way it does (Gallimore & Goldenberg, 2001).
Resources
Resources within an organization refer to the tangible supplies, materials, tools, and
equipment needed to achieve the organizational goal (Clark & Estes, 2008). In the context of the
organizational performance goal which calls for augmentation of science curricula for greater
representation and critical consciousness in 100% of courses, the science department members
need the time and coaching support to innovate, implement and evaluate. They also need the
funding to acquire the tools and materials needed to accomplish the goal. Validation of the
assumed influence of resources occurs through semi-structured interviews. Interviews with
individual science members will validate or invalidate this assumption.
The organization provides the science department with the funding, time, and coaching
support to innovate, implement, and evaluate the organizational performance goal in order to
achieve its priorities. Research indicates teachers need adequate funding, time, support for
science professional development to be successful (Hayes et al., 2020). Teaching and meeting
schedules must allow time for teachers to meet to collaborate to support the organizational
performance goal of augmenting curriculum to have greater representation and for teaching
critical consciousness in science. At Aces, the organization must prioritize having the financial
resources to support the on-going professional growth of teachers if we are to achieve our

32

organizational goal. At Aces, supporting professional growth includes on-going training,
prioritizing time within the schedule for teachers to collaborate, plan, implement, and evaluate.
Cultural Setting
Culture in an organization refers to the core values, beliefs, emotions, and processes that
individuals within the organization learn and develop over time (Clark & Estes, 2008). The
cultural setting refers to the place or social contexts in the organization in which these cultural
models develop (Rueda, 2011). In the context of innovating to meet the organizational goal for
augmenting science curriculum, Aces needs to provide regular opportunities for the science
department members to collaborate around the initiative. Validation of the assumed influence of
cultural setting occurs through interviews. Interviews with individual science department
members were used to assess this assumption.
The organization provides the science department with the needed time and staff to
develop the strategic plan for the organizational performance goal and innovation. The
organization ensures that the community is represented in the planning, implementation, and
evaluation of innovative performance goals. In order for the science department to regularly
collaborate and work with others from the community in working towards the augmentation goal
for innovative, critically conscious curriculum in science, time, staff, and representation of
community members is necessary. Cultural factors such as these within the setting is an
important component to support science professional learning (Hayes et al., 2017, 2020).
Cultural Models
Cultural models such as values, practices, and polices, develop over time (Bolman &
Deal, 2017), and help to shape the structure of the organization (Rueda, 2011). Validation of the

33

assumed influence of cultural models occurs through interviews. Interviews with individual
science department members were used to assess this assumption.
The organization promotes the use of innovation and creativity to solve problems. In the
context of augmenting science curriculum, the science department members need the support of
the organization to utilize innovation and creativity as they work to address a complex problem
through their collective efforts (Halász, 2021).
Table 4 shows the stakeholder’s influences and the related literature.
Table 4
Assumed Organizational Influences on Stakeholder Ability to Achieve Performance Goals
Assumed organization influences Organizational
factors
Scholarship
The organization provides the science department
with the funding, time, and coaching support to
innovate, implement, and evaluate the
organizational performance goal in order to
achieve its priorities.
Resources Clark & Estes,
2008; Hayes et
al., 2020
The organization provides the science department
with the needed time and staff to develop the
strategic plan for the organizational
performance goal and innovation.
Cultural setting Clark & Estes,
2008; Hayes et
al., 2020; Rueda,
2011
The organization ensures that the community is
represented in the planning, implementation,
and evaluation of innovative performance goals.
Cultural setting Clark & Estes,
2008; Daramola
et al., 2022;
Hayes et al.,
2017; Hayes et
al., 2020
Rueda, 2011
The organization promotes the use of innovation
and creativity to solve problems.

Cultural model

Bolman & Deal,
2017; Clark &
Estes, 2008;
Halász, 2021

34

This innovation study seeks to identify the knowledge, motivational and organizational
factors that will allow Aces to reach its goal of augmenting the international science curriculum
for critical consciousness and cultural relevance for students. This literature review explained the
historical exclusion of marginalized people from school curriculum and texts, the barriers that
create gaps for culturally relevant pedagogies and effective research-based practices for teachers
to use in developing innovative ways to address these gaps. Clark and Estes' (2008) gap analysis
conceptual framework was introduced, and the literature review informed the identification of
assumed knowledge, motivation, and organizational influences that are directly related to Aces
achieving its performance goal.

35

Chapter Three: Methodology
The purpose of this project was to conduct a needs’ analysis in the areas of knowledge
and skill, motivation, and organizational resources necessary to reach the organizational
performance goal to have all high school division science courses employ a curriculum that is
augmented for more equitable representation. The analysis began by generating a list of possible
needs and then moves to examining these systematically to focus on actual or validated needs.
While a complete needs’ analysis would focus on all stakeholders, for practical purposes the
stakeholder to be focused on in this analysis is all Aces International High School science
department members.
As such, two questions that guided this study:
1. What are the knowledge, motivation, and organizational needs necessary for Aces
high school science department members to collaborate to augment curriculum for
more equitable representation and teach critical perspectives and inquiry for
representation of persons of color in science?
2. What are the recommended knowledge, motivation, and organizational solutions to
those needs?
Clark and Estes’s (2008) gap analysis framework creates a method for identifying the
steps an organization needs to follow to achieve its goals successfully. For this study, a modified
gap analysis will be used. The gap analysis diagnoses the human causes behind the gaps with
performance through analysis of causes related to stakeholders' knowledge, motivation, and
organizational factors. According to Clark and Estes (2008), effective performance improvement
must begin with developing and communicating the organization's goal and then determining the
current performance in relation to the goal. The systematic process of the gap analysis allows for

36

the examination of the current knowledge, motivation, and organizational factors (KMO) of the
employees who are charged with the organization's goal attainment, which may contribute to the
organization's performance gap (Clark & Estes, 2008). The organization must then address the
identified KMO influences impeding achievement of the goal (Clark & Estes, 2008).
The methodical and systematic approach to analyzing knowledge, motivation, and
organizational influences on performance gaps, as described by Clark and Estes (2008) is the
approach used for this study (See Figure 1). This modified gap analysis framework (Clark &
Estes, 2008) guided this innovation study to analyze the assumed knowledge, motivation, and
organizational factors at Aces regarding culturally relevant curriculum development and
critically conscious instruction by teachers in science. Once analyzed, the data informed
solutions for closing the perceived gaps as well as recommendations for an implementation and
evaluation plan for the solutions. Implementation and evaluation are not part of this study.
Figure 1
Gap Analysis Process

37

Assessment of Performance Influences
For Aces to achieve the organizational goal of augmenting science curriculum to be more
equitable in representation, assessing teachers’ knowledge, motivation, and understanding of the
organizational barriers through a gap analysis is necessary (Clark & Estes, 2008). The
knowledge, motivation, and organizational influences outlined in Chapter 2 and supported by the
literature are the foundation of inquiry for assessing performance influences at Aces. Through
the use of interviews guided by the research questions, this gap analysis determines the needs for
achieving the organizational goal. After the needs were identified, an evaluation plan was
developed to address the gaps and ultimately meet the organization’s goal.
Knowledge Assessment
According to Krathwohl’s (2002) taxonomy, there are four types of knowledge
influences. There are two types that were assessed to identify the teachers’ knowledge and skills
to support goals for augmenting curriculum for greater representation in science at Aces
International. As outlined in Chapter 2, the two areas of assumed influences for factual and
metacognitive knowledge were assessed using interviews. Once the knowledge influences were
identified, this data was used to develop an innovation plan for Aces science department.
Factual Knowledge Assessment
Krathwohl (2002) describes factual knowledge as the basic information required for
successful performance. Knowledge of the basic jargon, language, and facts associated with
doing your job is necessary to perform successfully (Krathwohl, 2002). At Aces, science teachers
who work with our diverse student population need to demonstrate their knowledge of the terms
associated with cultural representation and critically engaged lessons. Teachers need to
demonstrate their knowledge of the organization’s mission with regards to international

38

mindedness as well. Through the use of interview questions designed to elicit answers to basic
factual knowledge, teachers demonstrated whether or not they possessed basic factual knowledge
regarding the augmenting curriculum for greater representation.
Metacognitive Knowledge Assessment
Krathwohl (2002) describes metacognitive knowledge as one’s ability to reflect on their
work and adjust accordingly to achieve success. The assessment of metacognitive knowledge,
for this study, includes interview questions requiring stakeholders to demonstrate whether or not
they self-reflect about their effectiveness in augmenting lessons for representation. Details as to
how teachers reflect on their life experiences of how they interact with representation in their
science teaching allow for assessment of metacognitive knowledge.
Table 5 outlines for each assumed knowledge influence (factual and metacognitive) and
the various interview questions that were used to assess teachers’ knowledge related to
implementing strategies to support representation in science curriculum.

Table 5
Knowledge Influences and Method of Assessment
Construct Assumed influences Interview items
Declarative/factual The science department needs to
know the international-
mindedness mission of the
organization.
What is the school’s mission with
regards to international
mindedness?
Declarative/factual The science department needs to
know what culturally relevant
curriculum is.
Is there a lesson or unit that you
can tell me about in which the
science curriculum values or
highlights multiculturalism?

39

Declarative/factual The science department needs to
know what critical
consciousness is.
In what ways does the department
build-in opportunities for
students to inquire about
scientists of color who are not
included in the curriculum?
Metacognitive The science department members
need to reflect on how their
own positionality interacts
with the performance goal.
How connected do you feel to the
scientists included in the
curriculum?
In what ways, if any, do you think
the students feel connected to
the scientists in the
curriculum?
What other experiences can you
tell me about that might help
me understand your
experience and or perspective
with adding more
representation and critical
inquiry for scientists of color?

Motivation Assessment
Rueda (2011) states that just because a person has the knowledge to perform a task, that
does not mean they will do so with any level of success as one must be motivated. According to
Clark and Estes (2008), motivational issues are another possible cause for performance
gaps. Self-efficacy, a person’s belief that they can succeed, and they believe in their own ability
to achieve a particular goal, contributes to motivation (Bandura, 1997).
Indices of motivation: active choice, persistence, and mental effort indicate if a
motivational problem exists. These indices can determine the nature of the motivational
influence such as utility/value, self-efficacy, and affect/emotions, and each were assessed in this
study.
Utility/Value Assessment

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According to Clark and Estes (2008) and Pintrich (2003), if one values their work, they
are motivated to learn and perform. Three types of value: intrinsic, attainment, and utility,
motivate individuals to follow through on their work and goal attainment. In this study, through
interviews, the utility of the value teachers assign to the alignment of augmenting curriculum for
diversity and the school’s mission was assessed.
Self-Efficacy Assessment
Self-efficacy, one’s belief in one’s ability and capacity to succeed in accomplishing a
goal contributes to how one approaches tasks, challenges, and goal attainment (Bandura, 1997,
2001). Those who are confident in their own ability are more likely to persist and execute all that
is necessary to achieve goals by controlling their own motivation, behavior, and social
environment (Bandura, 1997, 2001). To achieve the organizational goal of augmenting science
curriculum for greater representation and critical consciousness, teachers need to be confident in
their abilities to innovate and implement strategies to that end. Interview questions assessed the
level of confidence teachers have in their own ability to create these effective learning
opportunities for their students.
Affect/Emotion Assessment
A teacher’s affect not only determines their motivation but that of their students, too, as
engagement can increase or decrease accordingly (Pekrun, 2007). Interview questions assessed if
teachers feel positive about supporting organization goals of collaborating to have greater
representation in science curriculum and teaching from a stance of critical consciousness.
Table 6 outlines for each assumed motivation influence (value, self-efficacy, and
affect/emotions) the various interview questions that were used to assess teachers’ motivation
related to augmentation of science curriculum for greater diversity.

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Table 6
Motivation Influences and Methods of Assessment
Construct Assumed influences Interview items
Utility Individually and collectively
science department members
need to see the value of the
alignment between the
organization’s mission and their
innovation goals.
How does your work on this goal of
having greater representation in
curriculum align with the work you
do towards the school’s mission?

Self-efficacy Individually, science department
members need to be confident
that they can effectively innovate
for the organizational
performance goal.
Tell me about a time, if any, when you
felt confident that your lessons
included diverse representation that
reflect the diversity of our school?
Affect Individually, science department
members need to feel positive
about the potential impact of the
organizational performance goal
for students.
How do you feel about the potential
impact of having more scientists of
color represented in our curriculum
for students?
Affect Collectively, science department
members need to feel positive
about the potential impact of the
organizational performance goal
for students.
On a scale of 1 to 5, with 1 being not
positive at all and 5 being highly
positive, how positive are you that
the science department will
collectively work to fulfill this goal
of augmenting curriculum in the
interest of students?

Organization Assessment
When stakeholders have the knowledge and motivation to accomplish the organizational
goals, other factors can impede the overall success of the organization and goal attainment
(Rueda, 2011). According to Clark and Estes (2008), when there are gaps in the performance of
an organization, one must look at the culture, the way an organization expects employees to do

42

their jobs, to determine possible causes. Barriers such as lack of resources, inadequate and
misaligned policies/procedures affect organizational performance (Clark & Estes, 2008).
Resources
To achieve organizational goals, resources (supplies, equipment, funding, time) are
necessary and must be available to stakeholders (Clark & Estes, 2008). In this study, interview
questions were designed to assess the degree to which stakeholders feel they have the needed
resources to support the collaborative augmentation of science curricula for greater
representation.
Cultural Models and Settings
When there are gaps in the performance of an organization, one must also look at the
culture of the organization to determine possible causes as any change in the way an organization
expects employees to do their jobs creates an opportunity to evaluate the effectiveness of the
change within the organization (Clark & Estes, 2008). To fully understand gaps that prevent an
organization from achieving its goal, an understanding of the cultural model that shapes what is
customary and normal operating procedures within an organization must be understood (Rueda,
2011). The cultural setting, the more visible aspects of an organization’s culture, must also be
understood when analyzing a possible gap in an organization’s ability to reach its goal (Rueda,
2001). Cultural settings allow for understanding why stakeholders think and behave the way they
do within an organization (Rueda 2011).
For this study, interview questions assessed how teachers believe the cultural model and
setting of the organization support collaboration of community members to reach goals.
Questions also addressed how the organization has supported strategic planning by teachers in
the past. Interview questions are designed to seek advice on how the organization can and should

43

do more to achieve the goal of supporting teachers to be creative and collaborative in
augmenting science content to be more culturally representative and critically conscious.
Table 7 outlines for each assumed organizational influence the various interview
questions that were used to assess teachers’ beliefs about the organization’s culture and resources
of support.
Table 7
Organizational Influences and Methods of Assessment
Construct Assumed influences Interview items
Resources The organization provides the science
department with the funding, time,
and coaching support to innovate,
implement, and evaluate the
organizational performance goal in
order to achieve its priorities.
Thinking about this innovative
work you will be doing, what
are the resources you and the
department will need to
accomplish the goal?
Cultural setting The organization provides the science
department with the needed time
and staff to develop the strategic
plan for the organizational
performance goal and innovation.
Describe how time and staff were
used to create a strategic plan
for an organizational goal in
the past.
Cultural setting The organization ensures that the
community is represented in the
planning, implementation, and
evaluation of innovative
performance goals.
Which different community
members are represented in the
planning, implementation, and
evaluation of the innovative
goals?
Cultural model The organization promotes the use of
innovation and creativity to solve
problems.

Explain the level of support you
experience for the use of
innovation and creativity to
solve problems at the school.

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Participating Stakeholders and Sample Selection
The stakeholders of focus for this study were the high school science department
members which included one head-of department who also teaches, twelve additional teachers
high school teachers excluding the investigator, and two lab technicians in Aces high school
grades nine through twelve in both the International Baccalaureate (IB) sections and the French
Baccalauréat (le Bac) sections as they are the primary group who engage in developing
curriculum to meet the needs of the students. The stakeholder's goal is that the science
department will collaborate to augment curriculum for more equitable representation and teach
critical perspectives and inquiry for representation of persons of color in science to ensure that
Aces International high school division science courses will employ curriculum that is
augmented for greater representation. Without this group of stakeholders implementing
innovative solutions to support curriculum augmentation for representation, the organizational
goal cannot be met. Therefore, they are the focus of the study.
Sampling
A convenience sample was used as the stakeholders are teachers within Aces; therefore,
they are available when needed (Fink, 2017). The sampling strategy for this study is also
purposeful and nonrandom to maximize the examination of the stakeholder knowledge and
motivation, as well as the organizational culture and group dynamics (Creswell, 2013; Patton,
2015). The science department was specifically chosen for their role in curriculum development.
The sample will include representation across all high school grade levels, gender, years of
teaching experience, and nationality. To maximize response rates, the benefits of participating
need to outweigh the time expended, according to Dillman et al. (2014). Therefore, the interview
protocols will specify how the results will be used and will be designed to reduce length and

45

complexity and will avoid sensitive, threatening, alienating, and excluding language (Robinson
& Leonard, 2019).
Recruitment
For this study, all 15 relevant members of the science department received an email from
me to participate in an interview (see Appendix C). Likewise, the study was approved for
research in August of 2023 by the Dean of Faculty (see Appendix D). The email communication
introduced the investigator, described the purpose of the study, and stated that participation is
voluntary and confidential. The email also outlined the anticipated length of time needed and
options for participating. The participation target was 50%, which was eight people. Should more
than 50% of the high school science department have volunteered to participate in the interviews,
I would have included up to 100% for interviews. The investigator included an incentive in the
form of gift cards in the amount of USD$25 to all participants.
Interview Protocol Design
The interview questions designed for this study, main questions, and probes, were all
related to the two research questions and framed around the Clark and Estes’s gap analysis
conceptual framework (2008). Interview questions followed the semi-structured approach
because of the flexibility it allows with the question types and structure and was a guide for the
interviewer to create an environment for a guided conversation (Merriam & Tisdell, 2016). Each
interview question was directly linked to influence types described by Clark and Estes (2008),
Krathwohl (2002), and Pintrich (2003) and is outlined in Appendix A. Since I am a colleague of
the stakeholders, the potential for stakeholders to feel coerced to participate was minimized. I
conducted the interviews, collected all the data, and maintained the confidentiality of the

46

participants (stakeholders). Furthermore, I sent the recruitment email clearly stating that
employee participation was voluntary.
Data Collection
Following University of Southern California Institutional Review Board (IRB) approval,
participants were solicited via email in a group email to the science department and individually
by the investigator using their Aces International School email addresses. All participants were
given an informed consent form included in Appendix B, explaining the purpose of the study and
the procedures regarding their participation. Once consent was given, interviews were scheduled.
Interviews
Stakeholders who agreed to participate in an interview, by responding to an email sent by
the investigator, were sent a follow-up email to set a day and time for the interview that was
most convenient for the stakeholder. The participation target was 50%, which is eight members
of the high school science department. Interviews were conducted in person in a classroom or
meeting space on campus, wherever the participant felt most comfortable, and the investigator
made the arrangements. The interviews lasted approximately 60 minutes and were recorded with
permission. Participants were informed about the purpose of the study and that their identities
will remain anonymous.
Data Analysis
Qualitative data analysis is an iterative process (Ravitch & Carl, 2021). In this qualitative
innovation study, data analysis occurred using the data gathered from individual interviews as
described earlier in this chapter. For interviews, transcriptions were reviewed to ensure a factual
record for the analysis process. The interview transcripts and investigator notes were evaluated to
identify patterns related to knowledge, motivation, and organizational influences. This analysis

47

aimed to identify and classify gaps related to the knowledge, motivation, and organizational
influences. Transcriptions were generated using Transcribe by Wreally. Transcript analysis was
completed by a coding process.
Trustworthiness of Data
Throughout this study, many deliberate steps were taken to ensure that the findings are
credible and trustworthy. Triangulation was used to validate the findings. To maintain the
credibility and trustworthiness of this qualitative study, according to Merriam and Tisdell (2016),
the best strategy is triangulation to ensure cross-checking and comparison with two or more
types of data collection. For this innovation study, the data analysis process included the
triangulation of interview transcripts, analysis of interview data, and investigator notes.
To maximize validity and reliability, I used member checks (Merriam & Tisdell, 2016).
For member checks, the principal investigator solicits feedback on some emerging findings with
some of the interview participants to ensure that their responses have been accurately represented
in the findings.
Role of Investigator
From the lens of practitioner-led research (Malloy, 2011), my positionality as the
colleague of the study participants does not pose an issue, as these stakeholders do not report
directly to me. There is the potential for bias based on my beliefs and values. To mitigate this
issue, and as the investigator for this study, I relied on the triangulation of data to discover
patterns or themes related to KMO influences. My role was to conduct the interviews, collect all
the data, analyze the data, and maintain the confidentiality of the participants.

48

Ethical practices were used, such as receiving informed consent to participate in the
study, voluntary participation, confidentiality, the right to withdraw without penalty, seeking
permission to record the interviews, and storing/securing the collected data.
Limitations
There are some limitations to this study. Aces International School is the only school
being investigated for the study, and the stakeholder sample size is small. Both of these factors
might impact the validity of the findings. Further, I am in a collegiate position within the Aces
science department, which could result in a biased interpretation of the data. Delimitations of the
study are aspects of the design which may impact outcomes. Data collection was limited to one
school science department in one IB school in one area of the southwestern United States. The
population selected was limited to individuals who identify as members of the science
department currently working at the school as teachers or lab technicians of high school students
Grades 9 −12. Furthermore, the study was limited by a timeframe of three months of data
collection.
Parameters of this study are choices the researcher made such that the findings will
answer the research questions through interviews and coding. This interview did not include any
formal observational data collection or analysis, nor any document review. I acknowledge that
informal observation is present in any interview process; however, systematic analysis of
observations did not occur. Finally, the study is bound by the lens of the researcher.

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Chapter Four: Results and Findings
The purpose of this study was to determine whether Aces International School is meeting
its organizational goal of augmenting curriculum for students to have greater representation of
scientists of color. This chapter presents the results and findings. Applying the gap analysis
framework (Clark & Estes, 2008), the results are organized by influences regarding KMO
elements related to achieving this organizational goal. Qualitative data were collected through
eight interviews to understand the KMO needs and assets that Aces high school science
department members experience regarding the organizational goal. Surveys, documents analyses,
and observations were not conducted for this study. Interviews were conducted as the central
source of determining needs and assets.
Participating Stakeholders
The stakeholders for this study were science department members serving high school
students at Aces International, a total of 15 stakeholders, as they deliver the high school science
curriculum. They received an email (see Appendix C) requesting they participate in an interview.
Since I am not the stakeholders’ supervisor, I conducted the interviews and maintained the
stakeholder’s confidentiality. The participation target was 50%, or eight individuals, and that was
met, as eight teachers volunteered to be interviewed. Although included in the high school
science department and recruitment email, no lab technicians volunteered to participate. Each
stakeholder was assigned a participant number, and a variety of subjects taught were
represented.
Seventy-five percent of participants teach only the International sections (IB) or have
students from both the International program and French program and 25% of the participants
teach only in the French program. Teacher experience ranged from 6 to 24 years with an average

50

of 18 years. Three of eight teachers are in their second-year teaching at Aces, while others have
been at the school for up to 17 years. All eight teachers have at least a bachelor’s degree. Half of
the teachers obtained one or more higher education degrees from a university outside of the
United States. Over a third, or 37.5% of participants attended Texas A&M University for their
bachelor’s degree and 100% of the teachers underwent some form of teacher training or
certification process. Two individuals identified as people of color and the remaining six
identified as “White, Caucasian.” There were two men and six women educators.
Determination of Assets and Needs
The research question asked, “What are the knowledge, motivation, and organizational
needs necessary for Aces high school science department members to collaborate to augment
curriculum for more equitable representation and teach critical perspectives and inquiry for
representation of persons of color in science?” This study’s results and findings are presented by
the identified KMO influences determined in Chapters 2 and 3. The criterion for determining an
influence as a need or asset was that a minimum of seven of eight participants indicated a
particular influence was present. If at least seven did, then the influence was determined as an
asset; if not, the influence was determined to be a need. Interviews were stopped after the
minimum recruitment was reached and two additional follow-up recruitment emails yielded no
more willing participants, and the school year ended.
Results and Findings for Knowledge Causes
This section reviews findings based on interview data for factual and metacognitive
influences.

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Influence 1: Mission Awareness
In terms of factual knowledge, Influence 1 indicated that the science department needs to
know the international-mindedness mission of the organization. Six participants knew the core
idea behind the mission of the school with regards to international mindedness in that they
mentioned, “embracing,” “celebrating,” and or “respecting” different cultures and/or diversity.
Participant 1 stated the school is, “working with being respectful of each other's cultures and of
their different backgrounds.” Participant 4 asserted, “I think we encourage getting to know and
celebrate many different cultures and diversity.” While Participant 8 readily summed up their
belief about the mission of the school, as:
respecting diversity or respecting different cultures. And it;s something important. And
having different cultures and different origins … It’s something important for the school.
They are looking for that. And so, it’s important to them to respect diversity and to
respect equity between cultures, and to make everybody feel comfortable with their
differences. And trying to be something together. That’s what I understand.
Two participants failed to convey the international-mindedness mission of the school.
One of them said that the school, “tries to encourage you to reach out to other communities,” and
when probed further, stated, “I know in the past they have asked us, do you want to create a
classroom meeting with other classrooms across the world, right? And have like a sister school
classroom type thing.” While communication and bonding with the world community is
important, the school’s mission is more focused on creating a culture that embraces diversity in
all facets, including within its own community. Another participant shared the following
insufficient response around the international-mindedness mission: “I think the school mission is

52

exactly, I don't know, but I think it’s to provide for international students, I would say tolerance,
equity, and what else? Same education for everybody, whatever your culture and background.
This response does not speak to the school’s mission statement of celebrating cultural, national,
and linguistic diversity.” Because two of eight participants did not speak to the international-
mindedness mission, this influence is determined to be a need.
The assumed influence that the science department knows the school’s mission with
regards to international- mindedness is determined to be a need. According to the interview
findings six out of eight participants demonstrated knowledge of the mission, emphasizing the
importance of embracing, celebrating, and respecting different cultures and diversity. They
recognized the significance of creating a respectful and inclusive environment for students from
diverse backgrounds. However, two participants did not effectively convey the international-
mindedness mission. One participant mentioned the school’s efforts to connect with other
communities but failed to capture the mission's focus on embracing diversity within the school
community itself. Another participant provided an insufficient response, acknowledging the need
for tolerance, equity, and equal education for all, but missing the core idea of celebrating cultural
diversity. As a result, there is a need for improved understanding and communication of the
organization's international-mindedness mission within the science department.
Influence 2: Culturally Relevant Curriculum
As stated, Influence 2 indicates that the science department needs to know what culturally
relevant curriculum is. All eight participants are able to identify key ideas of a culturally relevant
curriculum when asked if they can talk about a particular lesson or unit that values or highlights
multiculturalism. Participant 2 discusses the importance of culture and society in the curriculum

53

for their science course content they identify a unit on demographics. Participant 3 had noted the
value of scientists from different backgrounds, as students learn about the history of chemistry:
Well, it brings in a more global perspective to science. You know, allowing students to
understand that science is not just about one culture or the other, or the West. But it
encompasses everywhere else like, you know, for example, me bringing in the use of
mercury in China in ancient China and, you know, alchemy from India, from China, from
anywhere else from witchcraft and all that kind of thing. That is the beginning of
chemistry.
The participant clearly understood what culturally relevant curriculum might look like in
their classroom. Three other different participants brought up units or lessons related to genetics,
and one discussed the overlap between biological differences and cultural differences. Participant
1 said, “I think a lot of the focus is on European scientists. Just to be able to get the students to
know scientists from other countries that have contributed to this. It would be a good thing.”
Because 100% of participants demonstrate knowledge of culturally relevant curriculum, this
influence is identified as an asset.
According to the interview findings, the participants demonstrate a solid understanding of
what culturally relevant curriculum entails. Overall, 100% of the participants exhibit knowledge
and awareness of culturally relevant curriculum, which includes incorporating diverse cultural
perspectives into science education. As a result, this influence is identified as an asset within the
science department.
Influence 3: Critical Consciousness
The science department’s knowledge of critical consciousness concerns Influence 3. Half
of the participants were unable to demonstrate knowledge of opportunities for critical

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consciousness. For example, Participant 2 stated, “I don't know if we have any other way, it
would have to be brought into the curriculum. I'm trying to think I know when we do… but I
can’t think of anything now.” In response to being asked how the department offers opportunities
for students to research scientists of different backgrounds, Participant 3 responded, “I’ve not
come across that so I don't know, I have no idea what that the department would come to, you
know, incorporate that. But I think it's more of a teacher-by-teacher thing.” Participant 5
responded, “Hm. I don't know. We invite people when we can but I don't think the focus is on
that, which is just maybe something to improve.” Participant 6 spoke about researching female
scientists but failed to make the connection to any other marginalized or underrepresented
scientist groups.
The other half of participants offered some examples of opportunities and an
understanding of exploring critical consciousness. It is important to note however, none of the
participants mentioned teaching students to question limited representations of scientists in texts
or curriculum. Participant 1 said, “I think it would be an interesting thing that you can have a
project for students to like investigate different scientists and specific diverse backgrounds.” And
Participant 4 offered a concrete example of how critical consciousness can be built into basic
tasks:
Now, celebrating scientists of color. I can tell you one thing I’ve done in the past, but I
lost them. I had these on Dupont cards, and they were all scientists of color. And in order
to pair students, I would pass them all out a scientist and then, I would be like, okay, you
know, Sergey Brin you’re with, you know, so and so and so they would all get paired.
But as they’re sitting there waiting for that, they can read the facts and the cool things
about their scientist of color.

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As fewer than seven of the eight participants were able speak to this influence, it is determined to
be a need.
Based on the interview findings, only half of the participants demonstrated knowledge
and understanding of opportunities for critical consciousness within the science department. Four
of eight teachers lacked examples or explanations of how the department incorporates research
on scientists of different backgrounds or promotes critical consciousness. However, the
remaining participants showed some understanding and provided examples, although they did
not specifically mention questioning limited representations of scientists. Overall, there is a need
for the science department to improve their understanding and implementation of critical
consciousness, as less than seven participants were able to address this influence effectively.
Metacognitive Knowledge Influence
As it relates to the influence of metacognitive knowledge, science department members
need to reflect on how their positionality interacts with the performance goal. Three participants
conveyed that they had not spent much time in reflection about their own positionality or student
positionality in relation to the scientists in the curriculum. In response to a question about how
connected they feel to the scientists in the curriculum, Participant 5 stated, “I don’t really focus
on, think about this, to be honest.” When asked their perspective of adding more representation
based on their personal experiences, Participant 5 said, “This is something I’ve never thought
about, but for sure I need to look into it and see in more recent years.”
Five participants discussed some level of reflection, and three of five participants
discussed gender as a connection to underrepresented scientists. For example, Participant 6
discussed how a male student connected to women in science:

56

When we talked about Women’s Day, for example, one student offered to talk about his
mother, his mother, because she’s a scientist; she’s working with Schlumberger. And for
him, it was the best example of a woman scientist. It was okay, perfect.
Two of the five discuss traits that are attributed to being “scientific” as a way of feeling
connected. Participant 7 stated:
I think there is a general, like, respect for scientists that have made discoveries and
appreciation for their commitment to the craft and invention and discovery and things
like that. I think all scientists, whether it’s science teachers or scientists themselves, can
relate to that aspect, but culturally there’s not really much of a connection there.
Participant 1 shared some of the same ideas when asked about how connected they feel:
I mean I guess I just don't always even think of them as people. It's just like little units
you know you just didn't really learn about them, and you forget that they were really
living human beings. But I guess I do really relate some in that maybe the way that they
carried out their investigations or things like that.
Participant 4 reported reflecting deeply on their positionality:
I also feel I grew up in a kind of smaller town and then didn't have as many opportunities.
So, I think that shapes my perspective more from somebody who kind of grew up and
they automatically knew they were going to a very fancy college. Then you know, so I
think I also feel, I always want to represent the students who are under-represented,
especially economically. Or just opportunity, you know, their parents aren't friends with a
bunch of other doctors and but so they don’t see that path for themselves as easily
because I had middle class parents and a small town. So, I think making sure that every
student can see that pathway. It’s important.

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All eight participants shared the belief that diverse representation should be increased; however,
less than seven of them do so from a reflective perspective so this influence is therefore a need.
Based on interview findings, the science department members showed varying levels of
reflection on how their own positionality interacts with the performance goal of greater
representation. Three participants admitted to not having spent much time reflecting on their own
positionality or that of their students in relation to the scientists in the curriculum. Some
participants mentioned the need to investigate this aspect further in recent years, indicating a
potential gap in their understanding. On the other hand, five participants demonstrated some
level of reflection on the topic. Three of them discussed gender as the main basis for their
connection to underrepresented scientists, while two others mentioned traits attributed to being
"scientific" as a way of feeling connected. Despite all eight participants sharing the belief that
diverse representation should be increased, not enough of them did so from a reflective
perspective. Based on the findings, it is determined that the science department needs to address
the need for more intentional reflection on their own positionality and its impact on promoting
greater representation in the curriculum.
Results and Findings for Motivation Causes
This section reviews findings based on interview data for value, self-efficacy, and affect
influences.
Value Influence: Alignment of Mission and Goals
Individually and collectively science department members need to see the value of the
alignment between the organization’s mission and their innovation goals. All eight participants
saw the value of the alignment between the organizational mission and their innovation goals.
Participant 1 stated, “I think I would definitely run with this position,” suggesting clear value in

58

the alignment. Participant 3 discussed the connection of the International Baccalaureate (IB) in
their response to alignment, “Well maybe I am doing the IB, so it is quite international, and you
know being also a TOK (Theory of Knowledge) teacher before you know I bring in a lot of
examples from all over the world.” Participant 6 delved deeply in their response for the value of
alignment, connecting goals and mission to their personal values for education, noting:
The goal of the school … should be caring. A sense of humanity. And I just feel, it’s not
linked to science but for example, … the same way of (removing) boundaries between
men and women between White and Black between having boundaries … etc. So, I think
that’s my goal to create a space of equality or no boundaries.
One teacher viewed the school’s mission as separate from innovation goals connected to
curriculum. Their premise is that the curriculum coming from the French Baccalauréat does not
include diverse scientists, and so although it is not really required to align the curriculum with
the mission for international mindedness in the science classroom, it would take innovation and
augmentation to align with the mission. On alignment, Participant 8 states:
It doesn’t because the French curriculum does not insist on that. And I am here to prepare
my students for the French Baccalauréat, so I am not expected to do that, but I think I
think I could ... To align better to the Aces goal.
As 100% of the participants indicate value for the alignment of innovative goals with school
mission, this influence is determined to be an asset.
Based on the interview findings, all eight science department participants see the value of
aligning their innovation goals with the organization's mission. They express clear appreciation
for the connection between the school's mission, such as international-mindedness and
promoting equality, and their innovative goals in the science curriculum. Participant 6, in

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particular, emphasized the importance of creating a space of equality and removing boundaries.
Overall, because 100% of the participants indicate the value of aligning innovative goals with the
school mission, this influence is considered an asset.
Self-Efficacy Influence: Confidence in Ability to Innovate
Individually, science department members need to be confident that they can effectively
innovate for the organizational performance goal. Of eight participants, two stated that there are
no lessons or units in their classes that reflect the diversity of the school. Participant 7 said, “I
don’t think I can say with confidence that there is a lesson that really comes to mind. That
highlights that from the top of my head right now. No.” But when probed further, the participant
reflected further:
I think it’s very interesting to explore. Learning styles and things like that for people from
different backgrounds, you know? I think it’s very interesting when you look at
culturally, how education is viewed and the value of it, and how, what the quote unquote
proper learning technique is for different cultures.
Although there was genuine interest and pedagogical understanding, the self-efficacy to innovate
was not confidently conveyed. Three participants reported taking cues from their curriculum in
genetics to allow for lessons that reflect the diversity of the school. Two others relied on project
work geared at learning about the history of science from an international lens. Participant 6
“would like to say every lesson by taking care of everyone,” thus reflecting the diversity of the
school in their classroom. Because the minimum number of seven participants do not reflect the
assumed influence, this is determined to be a need.
Based on interview findings, only six out of eight participants indicated that their classes
have lessons or units that reflect the diversity of the school. Three participants incorporated

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diversity-related content into their genetics curriculum, while two others focused on project work
and the history of science from an international perspective. Participant 6 expressed a desire to
accommodate everyone in their lessons. One participant mentioned exploring learning styles and
cultural perspectives, but their self-efficacy to innovate in this regard was not strongly conveyed.
Another participant stated that no lessons reflect the diversity of the school in their classes. Since
less than seven participants reflected the assumed influence, it is determined that there is a need
for the science department to further address teacher efficacy for the inclusion of diversity in
their curriculum.
Affect Influence 1: Positive Feelings About Organizational Performance Goal Impact
As noted, Influence 1 as it relates to affect suggests that individual science department
members need to feel positive about the potential impact of the organizational performance goal
for students. All participants feel positive about the potential impact of more diverse
representation in science curriculum. Some of the key themes that emerged from the responses
were role models, respect for other ways of learning, and increased engagement. Three of the
eight teachers discussed using more recent role models as valuable. From simple responses such
as Participant 6 noted, “I think it’s great!” and Participant 5, “I think it would be a good
inspiration for the kids to see that they can do it for sure,” to more nuanced and detailed replies,
all the educators felt positively about the potential impacts. A teacher from the French section
eloquently discussed impact:
The impact of that…everybody can feel represented, or every student can with their
differences, they can project on these different scientists and maybe engage more or have
a goal or discover a passion, or say, okay, I can do it too or say I feel proud of myself,
and the look of others can change also. Like everyone can learn about other cultures

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because they are there, and they are represented, and you can see them. And again, we
can look at those different cultures in the same, at the same level. Not one more better
than another, you know?
Because 100% of educators agree about the potential positive impact of increasing diverse
representation in curriculum, this influence is an asset for the science department.
Based on interview findings, all participants expressed a positive outlook regarding the
potential impact of more diverse representation in the science curriculum. Key themes that
emerged from their responses included the importance of role models, respect for different
learning styles, and increased student engagement. Several participants highlighted the value of
using more recent role models, while others emphasized the potential for students to feel
represented, inspired, and proud of themselves. They also recognized the broader impact of
diverse representation in promoting cultural understanding and equality. Overall, the participants
unanimously conveyed a positive belief in the potential benefits of incorporating diverse
representation in the science curriculum which is an asset to the department.
Affect Influence 2: Positive Feelings About Innovation Goal
Collectively, science department members need to feel positive about the potential impact of the
organizational performance goal for students. The interviews yielded mixed results asking
participants to use a Likert-type scale to respond how positive they are that the science
department will collectively work to fulfill the innovation goal. Answers ranged from 1, or not
positive at all to 4, with 5 being highly positive. Two respondents were below a 3, so this
influence was determined to be a need. The barriers one participant identifies include, “lack of
organization and prioritizing.” The other low rater noted the piecemeal approach as a hindrance:

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[It’s] really difficult unless you’re redoing the entire curriculum, right? And what you’re
going to involve with the upper school, you’re going to get involved with the IB and
they’re going to say IB says this is my curriculum, this is what I have to follow, right?
So, unless you’re talking about in grades six through ten, overhauling in a way that
everybody is in agreement is not going to happen … you’d have to set aside (too much)
time.
Six teachers rated their positivity 3 or higher and 4 of them stated “3 to 4.” Participant 7 reported
a positive stance:
I think the science department is very unique at Aces in their ability to be creative and
inclusive, and I think it's a very diverse faculty, which is something that I think other
departments can't necessarily say either. And I think that, it’s all the more reason that I
think the department would be more embracing of requirements like this that they would
have to implement in their curriculum.
Two participants expressed low levels of positivity, indicating a need for improvement in
this area. The barriers mentioned by one participant included a lack of organization and
prioritization, while the other participant highlighted the challenges of overhauling the
curriculum and aligning with external requirements. On the other hand, six participants rated
their positivity as 3 or higher, with four of them specifically stating a rating of 3 to 4. One
participant highlighted the uniqueness of the science department at Aces in terms of creativity,
inclusivity, and diversity, expressing optimism that the department would embrace the
requirements and implement them in the curriculum. Overall, there is a need to enhance
collective positivity among science department members towards the organizational performance
goal.

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Results and Findings for Organization Causes
This section focuses on the findings based on interview data for the resources, cultural
settings, and cultural models influences.
Resources Influence: Funding, Time, and Coaching Support
In exploring the influence of money and other resources, I explored whether the
organization provides the science department with the funding, time, and coaching support to
innovate, implement, and evaluate the organizational performance goal in order to achieve its
priorities. Participants supplied a variety of responses with both additional department time and
materials budget leading the conversation. Seven participants mentioned time as a necessary
resource currently not provided, and seven participants mentioned funding for additional
materials. Participant 3 said, “I don't know the answer to that. I don't because it really depends on
the budget.” When prompted for resources other than money, Participant 3 said, “Time. Time.
We don’t have a lot of time to pursue that.” Responses involving coaching and modeling support
were rare but highly thoughtful. Participant 6 listed some important resources to consider:
“training, perspective of contributions of under-represented scientists. Scientists could be like
ambassadors of diversity and in the present and in the history of science.” Because the question
was open-ended as to what resources educators might need to accomplish the goal, it is possible
some participants might have agreed to add developmental opportunities had they thought of it.
Because all participants agreed that additional resources are needed, this influence is determined
to be a need. Participant 7 took a deep dive into resources that are also solutions, some of which
will be addressed in Chapter 5:
For the implementation of scientists of color and things like that. I think a lot of it comes
to resources and namely I think it’s if we’re going to do this, I think it needs to be

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something where you are creating connections with people in the local community that
can contribute to this also … I mean obviously, I think there’s a professional
development aspect with experts that can help you implement this into your curriculum.
People of color, people of color in education. Things like that that have had experience in
different schools and more diverse schools. And even us that have worked on this
already, I think those are the big things. I think it’s all about connections. In contacts and
things like that.
The influence of resources was designed as an open-ended question and yielded rich discussion
about what is necessary to augment Aces curriculum to align with its goals of diverse
representation.
Based on interview findings, the need for resources in the science department to innovate,
implement, and evaluate the organizational performance goal for diverse representation is
evident. Participants highlighted the importance of additional time and funding as necessary
resources. Time constraints were mentioned by several participants, indicating a lack of
dedicated time to pursue the goal. Funding for materials was also deemed essential for
implementing the required changes. Coaching and modeling support, although mentioned less
frequently, were acknowledged as valuable resources. Participant 6 emphasized the significance
of training and the perspective of underrepresented scientists as resources, suggesting that
scientists can serve as ambassadors of diversity. All participants agreed that additional resources
are needed, indicating the importance of addressing this influence as a need. Participant 7 further
emphasized the need for connections and contacts with experts and individuals with experience
in diverse schools to facilitate the implementation of diverse representation in the curriculum.

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Overall, the open-ended question regarding resources prompted a rich discussion and
demonstrated needs.
Cultural Settings Influence 1: Time and Staff to Develop the Strategic Plan
Influence 1 concerning cultural settings suggests that the organization provides the
science department with the needed time and staff to develop the strategic plan for the
organizational performance goal and innovation. Three teachers did not know how time and staff
were used in the past to strategically plan for an organizational goal. More veteran teachers at
Aces high school in the group stated that generally, planning for organizational goals are
accomplished through the use of faculty professional development days, faculty meetings, or the
establishment of committees. Two teachers spoke to a lack of clarity and protocols in regard to
the use of time and staff. Participant 7 provided meaningful reflection on organizational barriers
to strategic planning:
Well, I think a lot of this comes like a lot of this planning is either happening after school
or during professional development days. But a lot of it’s committees. A lot of it is
smaller committees that are volunteer and then other ones are kind of larger discussions
with the whole faculty. But, you know, I think each of them has their kind of pros and
cons, you know. It’s the people that volunteer for committees aren’t always the best
representative of the entire staff. And so, and so, when decision-making comes down to
that, I think it doesn’t always reflect the philosophies of the entire staff. But us,
conversely, when you’ve got a meeting of 250 people, no one can ever agree on anything.
And so, there’s this kind of conflict with that and I think Aces is starting to realize the
difficulties, the challenges that come with trying to implement those things and which
way do that most accurately, get the feedback from the teachers. And so those are the two

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major ones that I can think of a lot of different committees and out of faculty meetings
and PD days. Talking about this kind of stuff.
While the participant pointed out some obstacles, the main avenues for the way in which
strategic planning is accomplished with time and staff were reflected by five of eight
participants. The remaining three participants have less than two years of experience with the
organization which may also be considered in a disaggregated way with regards to staff
experience and the relationship to strategic planning. This influence is considered a need.
Based on the interview findings, the influence of the organization providing the science
department with the necessary time and staff to develop the strategic plan for the organizational
performance goal and innovation is considered a need. While some teachers were unsure about
how time and staff were previously utilized for strategic planning, more experienced teachers
mentioned that planning typically occurs through faculty professional development days, faculty
meetings, or the formation of committees. However, two teachers expressed a lack of clarity and
protocols in this regard. Participant 7 highlighted the challenges of decision-making within
committees and large faculty meetings, which may not always reflect the entire staff's
philosophies. Overall, five out of eight participants identified the common avenues for strategic
planning with time and staff. Considering the varying levels of experience among the
participants, this influence is determined to be a need.
Cultural Settings Influence 2: Community Representation
Influence 2 as it relates to cultural settings explores whether the organization ensures that
the community is represented in the planning, implementation, and evaluation of innovative
performance goals. All eight participants identified that administrative members are involved in
innovative performance goals. In addition, seven participants reported that teachers are involved

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at some level while one participant makes the distinction that only teachers who volunteer are
involved and another participant explains that “teachers who have relationships with
administrators tend to be more involved than those who don’t.” Three participants said the board
and parents are also involved in performance goals at the school. One participant points out that
students don’t have a say. The interviews revealed other important barriers with regards to goal
implementation within the school community as well. Participant 8 shares a difficult position
when asked who the community members are that are involved in the process:
I would say not teachers. I think I’m not sure I can answer this question because I don’t
know if I really know enough about the organization, but I feel that everything is so
complicated. That I don’t understand who decides what and why. And when, and how.
And I feel that I have to adapt all the time to what they are asking me to do and that I
don't really have the place to say if I think it's okay or not. Okay, you know, it's like,
okay, we have to do that. So, you do it. And sometimes I feel that I have to do things that
are not okay with me, you know, are not what I think or what I feel about my students
and so that's difficult sometimes.
The response reveals major needs with regards to the community members involved in goals and
decisions as well as those who are excluded from the conversation and still expected to
participate.
All eight participants acknowledged that administrative members are involved in
innovative performance goals, and seven participants noted the involvement of teachers to some
extent. However, one participant pointed out that only teachers who volunteer are involved, and
another mentioned that involvement tends to be more common among teachers who have
relationships with administrators. Three participants mentioned the involvement of the board and

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parents in performance goals, while one participant highlighted that students do not have a say.
The interviews also uncovered barriers to goal implementation within the school community.
Participant 8 expressed difficulty in understanding who makes decisions and felt compelled to
adapt without having a voice in the process. This response highlights the need for clearer
community involvement and the inclusion of all stakeholders in the decision-making process and
establishes the organizational influence to be a need.
Cultural Models Influence: Use of Innovation and Creativity in Problem Solving
The cultural model influence suggests that the organization promotes the use of
innovation and creativity to solve problems. Three of eight participants said they don’t
experience much support for innovation and creativity. This is also a need as there are less than
seven teachers who feel supported in their creative and innovative endeavors in solving
problems. There is a sense that teachers are able to accomplish things only if they take the
initiative and push for support. Participant 5 explains the frustration they experienced when
seeking support in trying to bring a memorable experience to campus, “Honestly, not much? So,
when I was trying to invite this professor from a university, I was doing everything myself,
trying to organize everything and the administration was saying, okay? But they didn't really care
about what I was doing, which is a shame because it was great, I think. And so, I had to find a
way to organize the time, deal with other teachers and I never got any help from the
administration. They were saying to do it, but that's it.”
Participant 7 concurred about the amount of support and said:
Personally, I don’t think there is a lot of support here. I think a lot of teachers take it upon
themselves to do it because they want to do what’s best for their kids and they want to do
what's best for their classroom and their curriculum. And that's how it kind of goes with

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teaching, you know, there's no reward and there's no bonus for being innovative in the
classroom. There's nothing else.
Participant 2 explained in their response that support is conditional in that it, “depends on
what the problem is and who is the person you go to.” Participant 4 experienced an entirely
different level of support explaining they have had the support of the Department Head, the Dean
of Faculty, and the STEAM Coordinator for different creative and innovative problem-solving.
Out of eight participants, three expressed a lack of support in their creative and
innovative endeavors to solve problems, indicating a need for greater support in this area. These
teachers felt that they had to take the initiative and push for support themselves. Participant 5
shared frustration when trying to organize a memorable experience, receiving little assistance
from the administration despite their efforts. Participant 7 agreed that there is limited support
overall, and teachers often take it upon themselves to do what's best for their students and
curriculum. Participant 2 noted that support varies depending on the nature of the problem and
the person approached for help. However, Participant 4 had a different experience, receiving
support from various individuals in positions of authority for their creative problem-solving
initiatives. These findings highlight the importance and need of consistent and widespread
support for teachers' innovative efforts in problem-solving.
Summary of Validated Influences
Tables 8, 9, and 10 show the knowledge, motivation and organization influences for this
study and their determination as an asset or a need.

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Table 8
Knowledge Assets or Needs as Determined by the Data
Assumed knowledge influence Asset or Need
Factual

The science department needs to know the international-mindedness
mission of the organization.
Need
The science department needs to know what culturally relevant
curriculum is.
Asset
The science department needs to know what critical consciousness is. Need
Metacognitive

The science department members need to reflect on how their own
positionality interacts with the performance goal.
Need

Table 9
Motivational Assets or Needs as Determined by the Data
Assumed motivation influence Asset or need
Value

Individually and collectively science department members need to see
the value of the alignment between the organization’s mission and
their innovation goals.
Asset
Self-Efficacy

Individually, science department members need to be confident that
they can effectively innovate for the organizational performance goal.
Need
Affect

Individually, science department members need to feel positive about
the potential impact of the organizational performance goal for
students.
Asset
Collectively, science department members need to feel positive about
the potential impact of the organizational performance goal for
students.
Need

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Table 10
Organizational Assets or Needs as Determined by the Data
Assumed Organizational Influence Asset or need
Resources

The organization provides the science department with the funding,
time, and coaching support to innovate, implement, and evaluate the
organizational performance goal in order to achieve its priorities.
Need
Cultural Setting

The organization provides the science department with the needed time
and staff to develop the strategic plan for the organizational
performance goal and innovation.
Need
The organization ensures that the community is represented in the
planning, implementation, and evaluation of innovative performance
goals.
Need
Cultural Model

The organization promotes the use of innovation and creativity to solve
problems.
Need

These findings inform the recommendations and solutions in Chapter 5 to address the
gaps in KMO influences identified in Chapter 4. Chapter 5 also answers the following question:
What are the recommendations for the Aces high school science department in the areas of
knowledge, motivation, and organizational resources regarding augmentation of curriculum for
greater representation?

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Chapter Five: Recommendations and Evaluation
This innovation study analyzed the KMO influences impacting Aces International School
high school science department’s ability to reach the organizational goal of augmenting science
curriculum for greater representation. Applying the gap analysis framework (Clark & Estes,
2008), this qualitative study’s results validated knowledge, motivation, and organizational
influences on the problem of practice. In this chapter, the results and findings guide evidence-
based solutions and recommendations. Next, an implementation and evaluation plan was created
and is provided for recommended solutions. As a starting point, this chapter revisits the
organizational context and mission, organizational goal, stakeholders, the purpose of the project,
and the research questions.
Organizational Context and Mission
Aces International School is the largest international school in a metropolitan area of the
southern region of the United States and contains grades pre-K to 12th. The mission of the
organization is to maintain its status as the city’s premier international school, by offering
students a rigorous path to graduating with the International Baccalaureate (IB) or French
Baccalauréat (le Bac). Part of the program goals is to combine high academic standards with a
kind and friendly atmosphere celebrating cultural, national, and linguistic diversity (citation
excluded to maintain anonymity). Aces International is home to over 500 high school students,
all between the ages of thirteen and nineteen. The website boasts of having the most diverse
faculty and student body in the city. Each high school student at Aces is enrolled in at least one
science course for each of four years of study with many International section (IB) students
doubling their science courses for the second two years. A pseudonym was assigned for purposes
of this study.

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Organizational Performance Goal
By June 2025, 100% of Aces International high school division science courses will
employ curriculum that is augmented for more equitable representation. The goal was
established by the researcher based on analysis of needs and in alignment with the school’s
mission and was discussed with the science department at the onset of this study design in
January 2022. This goal will involve administrator and teacher professional development for
culturally relevant practice, teacher research and collaboration by subjects in science, and the
development of a science educator resource bank for lessons that mesh with pre-existing
program curriculum. Achievement of Aces International science department’s goal in this matter
will be measured by review of term curriculum and lesson plans and support will be offered
where necessary.
Description of Stakeholder Groups
The stakeholders most directly contributing and benefitting from meeting the goal of
employing curriculum that is more equitable in representation and that teaches critical
consciousness are the chief academic officer, the science department faculty and staff, and the
students. The chief academic officer’s key role would be to offer professional development and
support to the science department. The science department does the main work of creative
planning and implementation of augmentation for equity. The students will benefit from
receiving a more equitable science education in numerous ways and their interaction with new
content will also contribute to informing the organization of areas of strengths and challenges.
Stakeholder Group for the Study
While the joint efforts of all stakeholders contribute to the achievement of the overall
organizational goal of employing more equitably representative science curriculum to ensure

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100% of the high school’s science courses are providing culturally relevant curriculum, it was
important to understand the needs of the science department as it attempted to build resources
and create an implementation plan that was meaningful and robust in meeting the expectation.
Therefore, the stakeholders of focus for this study were all Aces International high school
science department members. The stakeholders’ goal, supported by the Chief Academic Officer,
is to collaborate to augment curriculum for more equitable representation and teach critical
perspectives and inquiry for representation of persons of color in science for the following school
year. These science department activities include deep and meaningful collaboration, creation of
a shared, accessible electronic resource bank, and thoughtful, woven implementation throughout
the school year in each course for students. Review of science textbooks, materials, and teacher
expectations revealed that there was no curriculum and requirement for the science department to
deliver curriculum that included diversity of science scholars and teaching of critical
consciousness.
Purpose of the Project and Questions
The purpose of this project was to conduct a needs’ analysis in the areas of knowledge
and skill, motivation, and organizational resources necessary to reach the organizational
performance goal to have all high school division science courses employ a curriculum that is
augmented for more equitable representation. The analysis began by generating a list of possible
needs and then moves to examining these systematically to focus on actual or validated needs.
While a complete needs’ analysis would focus on all stakeholders, for practical purposes the
stakeholder to be focused on in this analysis is all Aces International High School science
department members.
As such, the questions that guided this study are the following:

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1. What are the knowledge, motivation, and organizational needs necessary for Aces
high school science department members to collaborate to augment curriculum for
more equitable representation and teach critical perspectives and inquiry for
representation of persons of color in science?
2. What are the recommended knowledge, motivation, and organizational solutions to
those needs?
Recommendations to Address Knowledge, Motivation, and Organization Influences
The findings in Chapter 4 were analyzed to gather evidence for the first research
question. Chapter 5 offers recommendations for evidence-based solutions and a comprehensive
implementation and evaluation plan for increasing representation in the science curriculum at
Aces High School. The final research question addressed in this chapter is: What knowledge,
motivation, and organizational solutions are recommended for the members of the Aces high
school science department to collaborate and enhance the curriculum?
This section consists of three parts: knowledge, motivation, and organization. Each part
provides a brief overview, including a justification for prioritizing the validated causes, if
applicable. It also includes a table that lists the validated causes and their priority for achieving
the desired performance results. The table includes the cause, priority, evidence-based principles
supporting the recommendation, and the recommended solution for each cause based on the
application of the principle. Additionally, a detailed discussion is provided for each high-priority
cause, explaining the principle, proposing a solution, and providing supporting evidence from the
literature.
Recommendations are organized based on the categories of validated influences and
aligned with principles, ensuring their context-specificity. These recommendations were used to

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develop an implementation program as a solution to the identified problem. In this chapter an
integrated implementation plan was created for this study.
Knowledge Recommendations
Data from this study validated three knowledge influences as needs regarding the problem of
practice: two factual and one metacognitive influence. Influences were validated as needs
through interview transcripts, analysis of interview data, and investigator notes. Table 11 lists the
causes, priority, principle and recommendations. Following the table, a detailed discussion for
each high priority cause and recommendation and the literature supporting the recommendation
is provided.
Table 11
Summary of Knowledge Influences and Recommendations
Assumed knowledge
influence
Asset
or
need
Priority
(Y/N)
Principle and
citation
Context-specific
recommendation
Factual

The science
department needs
to know the
international
mindedness
mission of the
organization.
Need Y How individuals
organize knowledge,
influences how they
learn and apply what
they know
(McCrudden &
Schraw, 2006).
Provide targeted learning
opportunities that both
demonstrate and ask
teachers to name the
internationally minded
mission of the
organization.
The science
department needs
to know what
culturally relevant
curriculum is.
Asset N How individuals
organize knowledge,
influences how they
learn and apply what
they know
(McCrudden &
Schraw, 2006).
Provide targeted learning
opportunities that ask
teachers to identify
culturally relevant
curriculum.
The science
department needs
to know what
Need Y How individuals
organize knowledge,
influences how they
Provide targeted learning
opportunities that ask
teachers to identify

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critical
consciousness is.
learn and apply what
they know
(McCrudden &
Schraw, 2006).
critically conscious
teaching practices.
Model the effective use of
critically conscious
teaching practices and
allow teachers to
demonstrate these
practices with scaffolding
and support.
Metacognitive

The science
department
members need to
reflect on how
their own
positionality
interacts with the
performance goal.
Need Y The use of
metacognitive
strategies facilitates
learning (Baker,
2006).
Provide opportunities for
teachers to engage
in guided reflection of
how their positionality
and the positionalities of
students interacts with
diverse representation in
the curriculum.

Factual Knowledge Solutions
The high priority factual knowledge causes that were validated were that the science
department needs to know the mission of the school with regards to international mindedness and
that the science department needs to know what critical consciousness is. In order to close the
knowledge gap identified with regards to knowing the mission, it is recommended that the
organization should provide targeted learning opportunities that both demonstrate and ask
teachers to name the internationally minded mission of the organization. To close the knowledge
gap with regards to teachers knowing critical consciousness, it is recommended that the
organization provides targeted learning opportunities that ask teachers to identify critically
conscious teaching practices and models the effective use of critically conscious teaching
practices while allowing teachers to demonstrate these practices with scaffolding and support.

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McCrudden and Schraw (2006) found that how individuals organize knowledge influences how
they learn and apply what they know. Based on this principle, assisting teachers in the
organization of their knowledge by providing these opportunities will influence the learning and
application of the mission and critical consciousness in the science curriculum.
When stakeholders know the mission and values of the organization, it leads to better
outcomes for students (Drew, 2021; Hitt & Tucker, 2016; Ishimaru & Galloway, 2014).
Providing teachers with visual representation of the international mindedness mission, for
example in the form of posted signs or mottos, would help them to organize and prioritize the
mission in their learning and would also facilitate teachers being able to name the mission.
Teachers require specific knowledge and training to teach critical consciousness (del
Carmen Salazar, 2013). Teachers must be prepared to utilize research-based practices to create a
critically conscious environment (del Carmen Salazar, 2013; Kennedy 2019; Santamaria, 2013)
especially in science classrooms (Atwater et al., 2010; Patterson & Gray, 2019). This confirms
that providing targeted learning opportunities for teachers regarding the school’s mission,
research-based strategies in critical consciousness would help close the current knowledge gap
for teachers.
Metacognitive Knowledge Solutions
The high-priority metacognitive knowledge cause that was validated was that the science
department needs to reflect on how their own positionality interacts with the performance goal.
In order to close the knowledge gap identified, it is recommended that the organization should
provide opportunities for teachers to engage in guided reflection of how their positionality and
the positionalities of students interact with diverse representation in the curriculum. Baker (2006)
found the use of metacognitive strategies facilitates learning. Based on this principle, assisting

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teachers to reflect on positionality and how it interacts with diverse representation will influence
their learning.
Student learning improves when secondary science teachers self-reflect on their teaching
practices and take time to learn and grow from their reflections (Herman et al., 2017). This
model is particularly effective when teachers’ reflections focus on positionality to help uncover
biases (Bryce et al., 2016; Douglas & Nganga, 2013). Guided reflection on positionality is an
essential practice for teachers as it enables them to engage in dialogue with colleagues or on their
own to problem solve, evaluate their effectiveness, and develop a plan to adjust their teaching to
be culturally responsive in science (Brown & Crippen, 2017). This emphasizes the significance
of prioritizing dedicated time for teachers to reflect on how their own positionality interacts with
the diverse representation in the curriculum. By engaging in guided reflection, teachers can
deepen their understanding of their own biases and perspectives and make necessary adjustments
to ensure inclusivity and cultural responsiveness in their instructional practices.
Motivation Recommendations
The data from this study, outlined and highlighted in Chapter 4, indicated two validated
motivational influences determined as needs on the problem of practice. Interviews and
analyses indicate motivation is also a strong asset to the organization. Assets must be
maintained; therefore, motivation influences whether assets or needs, must remain a priority for
the organization to achieve its goal. Table 12 lists the motivation causes, priority, principle and
recommendations. Following the table, a detailed discussion for each high priority cause and
recommendation and the literature supporting the recommendation is provided.

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Table 12
Summary of Motivation Influences and Recommendations
Assumed motivation
influence
Priority Principle and
citation
Context-specific
recommendation
Value

Individually and
collectively science
department members
need to see the value of
the alignment between
the organization’s
mission and their
innovation goals.
High
(asset)
Learning and
motivation are
enhanced if the
learner values the
task (Eccles, 2006).
Provide rationales about the
importance and utility value
of alignment between
mission and goals. Provide
models that are credible and
similar in other subjects and
in other schools.

Self-Efficacy

Individually, science
department members
need to be confident that
they can effectively
innovate for the
organizational
performance goal.
High
(need)
High self-efficacy
can positively
influence
motivation
(Pajares, 2006).
Provide support by making
it clear that science faculty
are capable of innovating to
augment curriculum.
Provide support by pointing
out how learning and
training will be useful in
their practice.
Provide science teachers
support (scaffolding) early
on, build in opportunities
for practice and gradually
remove supports.
Affect

Individually, science
department members
need to feel positive
about the potential
impact of the
organizational
performance goal for
students.
High
(asset)
Positive emotional
environments
support motivation
(Clark & Estes,
2008).

Provide evidence-based
study skills and strategies to
science teachers during
training to enable their
success and alleviate
anxiety.
Collectively, science
department members
High
(need)
Positive emotional
environments
Create a community of
learners where everyone

81

need to feel positive
about the potential
impact of the
organizational
performance goal for
students.
support motivation
(Clark & Estes,
2008).
supports everyone else’s
attempts to learn.

Value Solutions
The data showed that the science department members individually and collectively see
the value of the alignment between the organization’s mission and their innovation goals.
Although this cause was not validated and is considered an asset, the need to maintain the asset is
high due to the important nature of motivation on achieving the performance goal.
Recommendations for the maintenance of this asset propose that the organization should
continue to provide rationales about the importance and utility value of alignment between
mission and goals and provide models that are credible and similar in other subjects and in other
schools. Eccles (2006) found that learning and motivation are enhanced if the learner values the
task which means that there is significance in Aces science department members’ value for
alignment of the international mission and the diverse representation in science curriculum goals.
According to Wigfield and Eccles (2002), utility value is a key component of motivation,
as individuals are more likely to be motivated and engaged in a task when they perceive it as
useful, important, and relevant to their goals and interests. Providing rationales that emphasize
the importance and utility value of alignment between the mission and goals can enhance
teachers' perception of the task's value. Furthermore, research suggests that credible models
showcasing successful alignment in other subjects and schools can serve as powerful examples
and enhance motivation (Eccles et al., 1993; Kezar, 2001). The recognition of the value of
alignment between mission and the IB program (Lineham, 2013) and le Bac program, can be

82

sustained by incorporation of these strategies. This will continue to maintain the science
department members' motivation for them to work towards achieving the desired outcomes.
Self-Efficacy Solutions
The high priority self-efficacy metacognitive knowledge cause that was validated was
that individually, science department members need to be confident that they can effectively
innovate for the organizational performance goal. In order to close the knowledge gap identified,
it is recommended that the organization should provide support by making it clear that science
faculty are capable of innovating to augment curriculum, provide support by pointing out how
learning and training will be useful in their practice, and provide science teachers support
(scaffolding) early on, build in opportunities for practice and gradually remove supports. Pajares
(2006) found that high self-efficacy can positively influence motivation. Based on this principle,
building confidence, providing training, and offering opportunities for practice will increase
motivation.
Zee and Koomen (2016) found that teacher self-efficacy has impacts for student learning,
teacher well-being, and classroom processes. According to Bandura (2001), individuals who
possess self-motivation and confidence in their abilities are more inclined to actively participate
in tasks and successfully accomplish their goals. It is an important need therefore to build teacher
self-efficacy in the augmentation of science curriculum for the goal of greater representation and
critical inquiry.
Affect Solutions
The data showed that the science department members individually feel positive about
the potential impact of diversifying the scientist representations in the curriculum but do not feel
positive about the collective collaboration towards the same goal in the department. Although

83

the cause for individuals to feel positive toward the goal was not validated and is considered an
asset, the need to maintain the asset is high due to the important nature of motivation on
achieving the performance goal. Recommendations for the maintenance of this asset propose that
the organization should provide evidence-based study skills and strategies to science teachers
during training to enable their success and alleviate anxiety. The validated cause is that science
department members need to feel positive about the potential impact of the organizational
performance goal for students. In order to close the knowledge gap identified, it is recommended
that the organization create a community of learners where everyone supports everyone else’s
attempts to learn which at Aces would mean strengthening the professional learning community
that is already in place. Both recommendations are based in theory that positive emotional
environments support motivation (Clark & Estes, 2008).
Emotions towards tasks have a great amount of influence on motivation and subsequent
learning outcomes (Linnenbrink-Garcia & Patall, 2016; Pekrun & Linnenbrink-Garcia, 2012).
Alleviation of anxiety by providing evidence-based strategies for tasks associated with the
performance goal (Linnenbrink-Garcia et al., 2016; Shuman & Scherer, 2014) will contribute to
maintaining the positive emotions teachers expressed for the tasks. Creating a community of
learners where everyone supports each other is important to a positive emotional environment
(Pekrun, 2007). Powerful professional learning communities allow for deep discussions,
collaboration, and expert guidance (Ricketts et al., 2021). They support feelings of competence
and de-emphasize social comparison (Vescio et al., 2008).
Organization Recommendations
This study’s data validated four organizational influences on the problem of practice: one

84

cultural model, two cultural settings, and one resource influence. Influences were validated as
needs through interview transcripts, analysis of interview data, and investigator notes. Table 13
lists the organizational causes, priority, principle and recommendations. Following the table, a
detailed discussion for each high priority cause and recommendation and the literature
supporting the recommendation is provided.
Table 13
Summary of Organizational Influences and Recommendations
Assumed organization
influence
Priority

Principle and citation Context-specific
recommendation
Cultural Model

The organization
promotes the use of
innovation and creativity
to solve problems.
Low
(need)
Effective organizations
ensure that organizational
messages, rewards,
policies and procedures
that govern the work of
the organization are
aligned with or are
supportive of
organizational goals and
values (Clark and Estes,
2008).
Communicate the values
of innovation and
creativity for problem
solving in the
organization and to meet
the science department’s
goal.
Cultural Setting

The organization provides
the science department
with the needed time and
staff to develop the
strategic plan for the
organizational
performance goal and
innovation.
High
(need)
Accountability is
increased when individual
roles and
expectations are aligned
with organizational goals
and mission (Elmore,
2002).
Develop strategies to
align systems to
innovate to integrate
diverse representation in
curriculum and practices
with organizational
mission.
The organization ensures
that the community is
represented in the
planning, implementation,
and evaluation of
High
(need)
Effective change efforts
ensure that all key
stakeholders’ perspectives
inform the design and
Expand the membership
of your planning teams
to include diverse
thinkers, coaches and

85

innovative performance
goals.
decision-making process
leading to the change.
teachers with access to
different networks.
Generate ways to
receive feedback that
encourage participation
from
all department members.
Resources

The organization provides
the science department
with the funding, time,
and coaching support to
innovate, implement, and
evaluate the
organizational
performance goal in order
to achieve its priorities.
High
(need)
Effective change efforts
ensure that everyone has
the resources (equipment,
personnel, time, etc.)
needed to do their job,
and that if there are
resource shortages, then
resources are aligned with
organizational priorities
(Clark and Estes, 2008).
Work with the science
faculty to establish, from
the beginning, what the
priorities are, so that
when choices have to be
made, the guidance is
already in place.

Cultural Models Solutions
The cultural model cause of the organization promotes the use of innovation and
creativity to solve problems was found to be low priority. Recommendations are made in Table
in Table 13 but not included in discussion or in the implementation and evaluation plan.
Cultural Settings Solutions
The high priority cultural setting causes that were validated were that the organization
provides the science department for the development of a strategic plan for the organizational
performance goal and innovation and that the organization ensures that the community is
represented in the planning, implementation, and evaluation of those goals. In order to close the
gaps, the recommendations are to develop strategies to align systems to innovate to integrate
diverse representation in curriculum and practices with organizational mission, to expand the

86

membership of planning teams to include diverse thinkers, coaches and teachers with access to
different networks, and to generate ways to receive feedback that encourage participation from
all department members. According to Elmore (2002), accountability is increased when
individual roles and expectations are aligned with organizational goals and mission. It is also a
large part of organizational change theory that effective change efforts ensure that all key
stakeholders’ perspectives inform the design and decision-making process leading to the
change.
It is a theme that is re-emergent in this study that the organization needs to make certain
there is alignment and transparency between the school’s mission of international-mindedness
and the performance goal of augmenting science curriculum for greater representation. The
recognition of the value of alignment between mission and the IB program (Lineham, 2013) and
le Bac program is important because it supports the development of a strategic plan that is also
aligned. In addition to making certain there is alignment for the development of a strategic plan,
the organization also needs to ensure that there are diverse members involved in creating the
plan. Encouraging participation from all department members is a good starting point for the
stakeholder group examined in this study. Ethical leaders in administration and at the PLC level
will involve all stakeholders in the decision-making processes (Voegtlin, 2015). It is important to
involve and support all voices especially because the performance goal is based in innovation.
Resources Solutions
The high priority organizational resources cause that was validated was that the
organization provides the science department with the funding, time, and coaching support to
innovate, implement, and evaluate the organizational performance goal in order to achieve its
priorities. Through interviews, it was apparent that the time and coaching needed were at the top

87

of the resources list. The recommended solution is for Aces administration to work with the
science faculty to establish, from the beginning, what the priorities are, so that when choices
have to be made, the guidance is already in place. This recommendation is based on Clark and
Estes' (2008) principle that effective change efforts ensure that everyone has the resources
(equipment, personnel, time, etc.) needed to do their job, and that if there are resource shortages,
then resources are aligned with organizational priorities.
It is important for educators to have goal-specific training and time provided by the
organization in order to work on augmenting science curriculum. Clark and Estes (2008) outline
that resources such as these are incredibly important and central to the change process. The
science department conveyed in interviews, the willingness to innovate with regards to the goal,
however emphasized that time and training would have to be planned for.
Summary of Knowledge, Motivation and Organization Recommendations
Study findings highlight several key recommendations in the areas of knowledge,
motivation, and organization to address the identified needs and optimize outcomes related to the
problem of practice.
Regarding knowledge recommendations, it is crucial to provide targeted learning
opportunities for teachers to bridge the knowledge gap. This includes ensuring that science
department members understand and can articulate the organization's mission of international
mindedness. By offering learning opportunities that demonstrate and ask teachers to name the
mission, the organization can enhance their knowledge and promote alignment with the
organizational goals.
Additionally, teachers need specific knowledge and training in critical consciousness to
create a critically conscious environment in science classrooms. Providing targeted learning

88

opportunities that help teachers identify and utilize critically conscious teaching practices, along
with modeling effective use of these practices and providing scaffolding and support, can help
close the existing knowledge gap.
In terms of metacognitive knowledge, it is recommended to support teachers in reflecting
on how their own positionality interacts with diverse representation in the curriculum. Guided
reflection on positionality can help teachers uncover biases and develop culturally responsive
instructional practices. By providing opportunities for reflection, the organization can foster
teachers' deeper understanding of their own perspectives and biases, leading to adjustments in
their teaching practices to ensure inclusivity and cultural responsiveness.
Moving on to motivation recommendations, maintaining motivation is crucial for
achieving the performance goal. One important aspect is emphasizing the value of aligning the
organization's mission with innovation goals. Providing rationales that highlight the importance
and utility value of this alignment can enhance teachers' perception of the task's value.
Additionally, showcasing credible models of successful alignment in other subjects and schools
can further enhance motivation.
Building self-efficacy is another essential aspect of motivation. It is recommended to
provide support and make it clear to science faculty members that they are capable of effectively
innovating to augment the curriculum. This can be achieved by pointing out how learning and
training will be useful in their practice, providing support and scaffolding early on, and gradually
removing supports to foster teacher confidence in their ability to innovate.
Addressing affective aspects, it is important to maintain positive emotions and a sense of
collective collaboration towards the organizational goal. Providing evidence-based study skills
and strategies during training can alleviate anxiety and contribute to teacher success.

89

Furthermore, creating a community of learners where everyone supports each other's learning
efforts can foster a positive emotional environment and enhance motivation.
Lastly, in terms of organization recommendations, cultural settings play a significant role.
The organization should ensure alignment between the school's mission and the performance
goal and involve diverse members in the development of a strategic plan. Encouraging
participation from all department members is vital, particularly in an innovative context, to
ensure that different perspectives inform the decision-making process. The cause for cultural
model influence was found to be validated but of low priority because it is not necessary to
achieve the performance goal.
Providing adequate resources is essential to support the performance goal. This includes
funding, time, and coaching support for teachers to innovate, implement, and evaluate the
organizational goal. Establishing clear priorities in collaboration with the science faculty can
guide resource allocation decisions and ensure that resources are aligned with organizational
priorities.
By implementing these knowledge, motivation, and organization recommendations, the
organization can address knowledge gaps, enhance motivation, and optimize organizational
factors. This will contribute to achieving the desired outcomes of aligning the mission with
innovation goals, promoting diverse representation, and fostering critical consciousness in the
science curriculum.
Integrated Implementation and Evaluation Plan
Aces International School aims to maintain its status as the city's premier international
school by offering students a rigorous path to graduating with the International Baccalaureate

90

(IB) or French Baccalauréat (le Bac). The organization emphasizes high academic standards and
a kind and friendly atmosphere that celebrates cultural, national, and linguistic diversity.
By June 2025, the high school division of Aces International aims to have 100% of its
science courses employ a curriculum that is augmented for more equitable representation. This
goal was established by the researcher in alignment with the school's mission and with input
from the science department. It involves professional development for administrators and
teachers, collaboration among science subjects, and the development of a resource bank for
culturally relevant science lessons.
The problem identified is the lack of equitable representation in the science curriculum at
Aces International. The review of textbooks, materials, and teacher expectations revealed a lack
of diversity in science scholars and the teaching of critical consciousness.
The stakeholder group for this study is the Aces International high school science
department. Their goal, supported by the Chief Academic Officer, is to collaborate and augment
the curriculum for more equitable representation and teach critical perspectives and inquiry for
the representation of persons of color in science. The science department aims to create a shared,
accessible electronic resource bank, foster deep collaboration, and implement the augmented
curriculum throughout the school year in each course.
The goal of employing a curriculum that is more equitable in representation and teaching
critical perspectives aligns with the organization's mission of celebrating diversity and
maintaining its status as a premier international school. By addressing the lack of diversity in the
science curriculum, the science department can provide students with a more inclusive and
culturally relevant science education.

91

The stakeholders involved in achieving the goal of employing a more equitable science
curriculum at Aces International School have several desired outcomes. Firstly, they aim to
enhance equity in science education by promoting equitable representation and providing
students, especially those from underrepresented backgrounds, with an inclusive science
education that reflects diverse perspectives and experiences. Secondly, they anticipate improved
student engagement, interest, and understanding of scientific concepts through the augmented
curriculum, which incorporates culturally relevant content and critical perspectives. The
stakeholders also expect collaborative professional development efforts to empower teachers in
enhancing their instructional practices, developing a shared resource bank, and fostering a
supportive learning environment for both teachers and students. Lastly, through the
implementation of the augmented curriculum, the stakeholders anticipate gaining insights into
areas of strength and areas that may require further attention or support, facilitating future
improvements and refinements in the science department's curriculum.
Overall, the expectations are centered around promoting equity, improving student
outcomes, and fostering a collaborative and inclusive learning environment within the Aces
International high school science department.
A developed implementation and evaluation plan in order of priority within solutions for
knowledge, motivation, and organizational causes and recommendations is presented in Tables
14, 15 and 16. Recommendations for the organization are first because the organization supports
knowledge and motivation of stakeholders. Not all validated needs are addressed in this plan as it
is not possible to address the entire scope of needs and only high priority needs were considered.

92

Table 14
Organizational Solutions Implementation, Metrics, and Evaluation
Influence Implementation Metric(s) Method(s)
Organization
cultural
setting
Allow time and training
for science department
members to innovate
for the curriculum
goal that aligns with
the international
mission.
Professional development
in international
mindedness and critical
consciousness teaching
is held with experts
during department
time. Each secondary
science teacher attends
a justified related
professional
development of their
choice off-campus.
Head of Faculty and
Chief Academic
Officer check to
ensure each teacher
has attended the
two on campus
development
meetings and one,
off campus
development
related to mission
or goal.
Organization
cultural
setting
Membership for strategic
planning for the goal
is extended to all
secondary science
department members,
representatives from
admin, representatives
from instructional
coaches and experts,
and representatives
from Aces’ students.
100% of secondary
science faculty is
engaged in strategic
planning. At least two
representatives from
admin, two from instr.
coaches and experts,
and two students are
involved in strategic
planning.
Strategic plan is co-
authored and
owned by the
members of the
science
department. The
Head of
Department
ensures all named
stakeholder groups
are represented.
Organization
resources
Meet with the department
to prioritize time and
resources towards the
goal of augmenting
science curricula for
greater representation.
Ask the department
what support they
need and provide it.
As determined with
science department in
resourcing support for
change: account for
mins/month, and
budget.
Head of Faculty and
Chief Academic
Officer audit
support resources
for allowances and
deficiencies and
make adjustments
accordingly

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Table 15
Knowledge Solutions Implementation, Metrics, and Evaluation
Influence Implementation Metric(s) Method(s)
Factual For every faculty meeting, all
meeting agendas have the
mission statement printed at
the top and all agenda items
relate to the mission
statement.
At the end of each
semester a survey
is administered
with two items:
1. What is the
mission statement?
2. What does the
mission statement
mean to you?

Admin observe survey
results to inform
practices related to
shared vision and
goals.
Factual Teachers receive training for
critical consciousness
teaching practices from
expert.
Number of strategies
outlined in lesson
planning
Number of strategies
observed during
class observations
Classroom
observations.
Review of lesson plans.
Attend collaboration
meetings.

Table 16
Motivation Solutions Implementation, Metrics, and Evaluation
Influence Implementation Metric(s) Method(s)
Self-
Efficacy
Organization provides
support and
opportunities to
practice augmenting
lessons to include
diverse
representation.
Each science department member
contributes at least one detailed
lesson/design/strategy for diverse
representation in their science
subject, shares one reading, and
shares one online resource to the
resource bank per month.
Review of
resource
bank
Affect Team building in PLC
and collaboration in
building resource
bank
Survey with three items
1. How do you feel about the
department working together to
diversify representation in the
curriculum?
2. What do you enjoy most about this
process?
3. What do you least enjoy about this
process?
Survey
results,
observations

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Limitations and Delimitations
This study has several limitations that should be acknowledged. Firstly, the
generalizability of the findings and recommendations may be limited to the specific context of
the study. The focus was on a particular science department within a specific organization, and
the recommendations may not directly apply to other departments or institutions. Secondly, the
sample size of the study might have been small, which raises concerns about the
representativeness of the findings. It is important to interpret the recommendations with caution,
considering the limited number of participants. Lastly, the study relied on subjective sources of
data, such as interviews, analysis of transcripts, and investigator notes. The interpretation of the
data might have been influenced by the researcher's biases, potentially affecting the accuracy of
the findings and recommendations.
The scope of this study was specifically focused on providing knowledge, motivation,
and organization recommendations related to the identified problem of practice. Other factors
and variables that could influence the problem may not have been fully explored or addressed in
this study. Furthermore, the recommendations are based on the existing knowledge and research
available up until the time of the study. Changes in the educational landscape, policies, or best
practices beyond the study's time frame might not have been considered. It is important to adapt
the recommendations to fit the specific context in which they are being implemented,
considering the unique characteristics and factors of the educational institution. Lastly, the study
did not extensively address the resources and feasibility of implementing the recommendations.
Considering the available resources, time constraints, and logistical feasibility is necessary when
translating the recommendations into practice.

95

In summary, while this study provides valuable insights and recommendations, it is
important to recognize the limitations and delimitations. Careful consideration and adaptation of
the recommendations to suit the specific context and available resources of each organization are
essential for successful implementation.
Recommendations for Future Research
There are several recommendations for future research based on the limitations and gaps
identified in the current study. Firstly, it is important to conduct similar studies in different
educational contexts with larger sample sizes to enhance the generalizability of the findings.
Comparing the results across diverse institutions and departments would provide a more
comprehensive understanding of the problem of practice and potential solutions. Additionally,
conducting longitudinal studies would allow for the exploration of the long-term effects and
sustainability of the implemented recommendations. This would provide insights into the
effectiveness of the interventions over time and how they impact student outcomes and teacher
practices.
Another recommendation is to conduct comparative research to compare different
strategies and approaches to addressing the problem of practice. By investigating the
effectiveness of alternative methods for knowledge dissemination, motivation enhancement, and
organizational support, researchers can determine the most effective approaches for achieving
the desired outcomes. Employing mixed methods research, which combines quantitative and
qualitative methods, would also be beneficial. This would provide a more comprehensive
understanding of the factors influencing knowledge, motivation, and organizational dynamics.
Furthermore, it is important to assess the resources required for implementing the
recommendations. Research that explicitly examines the availability, allocation, and impact of

96

resources such as funding, time, coaching, and professional development opportunities would
provide valuable insights into their role in the successful implementation of interventions.
Additionally, investigating the long-term impact of the implemented recommendations on
student outcomes, such as achievement, engagement, and attitudes toward science, would
provide valuable insights into the effectiveness of the interventions.
Another avenue for future research is to extend the scope beyond the science department
and explore interdisciplinary approaches to addressing the problem of practice. Investigating
how collaboration across different subject areas and departments can contribute to the integration
of diverse representation and critical consciousness in the curriculum would further enhance our
understanding.
By addressing these recommendations for future research, scholars can advance our
understanding of knowledge, motivation, and organizational dynamics in educational settings.
This would contribute to the development of evidence-based strategies and interventions for
promoting inclusive and effective teaching practices.
Conclusion
In conclusion, the goal of Aces International School to augment the science curriculum
for more equitable representation aligns with its mission of celebrating diversity and maintaining
its status as a premier international school. Desired outcomes are outlined for the stakeholders
involved in achieving this goal, particularly the high school science department, including
promoting equity, improving student engagement and understanding, fostering collaboration, and
gaining insights for future improvements.
To implement and evaluate the recommendations, a plan has been provided, prioritizing
organizational support, knowledge enhancement, motivation strategies, and evaluation methods.

97

However, it is important to acknowledge the limitations and delimitations of the study, including
its specific context, small sample size, and subjective data sources. Future research should focus
on expanding the generalizability, conducting longitudinal and comparative studies, and
assessing resource allocation and long-term student outcomes.
By addressing these recommendations and conducting further research, Aces
International School can work towards achieving its goal of a more equitable science curriculum
that promotes inclusivity, critical perspectives, and cultural relevance. Through these efforts, the
school can provide students with a high-quality education that prepares them for a diverse and
interconnected world.

98

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Appendix A: Interview Protocol
The following context reflects the interview protocol used for the present study. It
includes the opening and closing scripts and the interview questions.
Opening Script
Thank you for taking the time to talk with me today. As you know, I am a doctoral
student with the Rossier School of Education, and I am conducting an innovation study on the
augmentation of science curriculum for more equitable representation and teaching of critical
perspectives and inquiry for representation of persons of color in science. I am hoping to develop
a deeper understanding of how the science department, made of teachers and lab technicians who
come from different subjects and backgrounds, work together to lead such an important
initiative.
I also want to remind you of the research protocols that I will use to ensure your
confidentiality and comfort. I will be recording today’s interview, and as we chat today, I will
also avoid using your real name. Throughout the analysis of the interview data, I will use a
pseudonym in place of your real name. The recording will only be listened to by me, and it will
not be linked with your name at all. The purpose of the recording is to allow me to ensure that I
have captured the information accurately. All recorded data and the transcriptions of these
interviews will be kept in password protected files on my computer.
Your participation in this study is completely voluntary, and as such you may choose to
skip any questions today or to withdraw from the interview at any time. Do you have any
questions about these procedures?
So, to begin, I would like to start with learning a little more about your role in your agency.

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Interview Questions
In the context of this study, it is important to me to understand your identity in how it
interacts with your experiences and perspective. The first few questions are focused on these
demographics.
1. Can you tell me about your cultural and ethnic identity?
2. What training or education did you receive for your current role and where did you
attend?
3. How long have you worked in education?
4. How long have you worked here?
5. What is your role and responsibility in the science department?
6. a. Please tell me if you teach in the international section, French section, or both.
b. Please tell me as a technician, are you assigned to a specific group of teachers by
subject/section/other? Transition: Thank you. Now I will ask you more about what
you know about our school.
7. What is the school’s mission with regards to international mindedness?
Probe: Is this mission still relevant today? Transition: Ok, so let’s shift to the focus
on culture. (Go to question 8)
8. Is there a lesson or unit that you can tell me about in which the science curriculum
values or highlights multiculturalism? Probe: How does it fit with the mission?
In what ways does the department build-in opportunities for students to inquire about
scientists of color who are not included in the curriculum? Probe: How does it fit
with the mission? Transition: Ok, so let’s shift the focus to your experience. (Go to
question 10)

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10. How connected do you feel to the scientists included in the curriculum?
11. In what ways if any do you think the students feel connected to the scientists in the
curriculum?
12. What other experiences can you tell me about that might help me understand your
experience and or perspective with adding more representation and critical inquiry
for scientists of color? Transition: Now I would like to shift just a bit to ask you
about your work as it relates to science curriculum and school mission. (Go to
question 13)
13. How does your work on this goal of having greater representation in curriculum
align with the work you do towards the school’s mission?
14. Tell me about a time, if any, when you felt confident that your lessons included
diverse representation that reflects the diversity of our school?
15. How do you feel about the potential impact of having more scientists of color
represented in our curriculum for students?
16. On a scale of 1 to 5, with 1 being not positive at all and 5 being highly positive, how
positive are you that the science department will collectively work to fulfill this goal
of augmenting curriculum in the interest of students?
Transition: Now I would like to ask about how innovation and creativity are embraced for
problem solving (go to question 17)
17. Thinking about this innovative work you will be doing, what are the resources you
and the department will need to accomplish the goal?
18. Describe how time and staff were used to create a strategic plan for an organizational
goal in the past.

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Probe: Did that additional time impact your/others regular work duties?
19. Which different community members are represented in the planning,
implementation, and evaluation of the innovative goals at our school?
20. Explain the level of support you experience for the use of innovation and creativity
to solve problems at our school. Transition: I have one last question. (Go to question
19)
21. Is there anything else you would like to share that I have not already asked you about
with regards to augmenting science curriculum to have greater representation?
Closing Script
This concludes our interview. Thank you so much for your time today and for sharing
your insights with me. Do you have any questions for me before we close? (Allow time for
questions). If you think of any (additional) questions after today, please feel free to contact me
via email. Thank you.

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Appendix B: Informed Consent/Information Sheet
The following information replicates the informed consent for study participants, and
provides overall study information.
Study Purpose
The purpose of this study is for the secondary science department to innovate towards the
goal of augmenting curriculum to have greater representation. I hope to learn more about the
gaps in participants’ knowledge, motivation, and organizational culture in innovating for this
goal. You are invited as a possible participant because you currently work in the school’s
secondary science department.
Participant Involvement
If you decide to take part, you will be asked to participate in an individual interview,
conducted in person at school. The interview should last about one hour and will be audio
recorded with your consent. The recording will be used by the researcher for the sole purpose of
ensuring that all information is captured correctly. If you prefer to not have your interview
recorded, you may decline recording prior to or during the interview. Your participation will not
be affected.
Confidentiality
The principal investigator and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research
studies to protect the rights and welfare of research subjects. There will be no identifiable
information obtained in connection with this study. Your name, address or other identifiable
information will not be collected.

111

Throughout the interview, your real name will not be used. Throughout the analysis of
the interview data a pseudonym will be used in place of your real name. The interview recording
will only be listened to by the principal investigator and will not be linked with your name. The
purpose of the recording is to ensure that the information has been captured accurately. All
recorded data and the transcriptions of this interview will be kept in password protected files on
the principal investigator’s computer. All data will be destroyed upon the completion of this
study.
Investigator Information
If you have any questions about this study, please contact Principal Investigator Megha
N. Shah (mnshah@usc.edu) or Faculty Advisor Darline P. Robles, Ph.D.
(dprobles@rossier.usc.edu).
IRB Contact Information
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114, University Park
Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-
0702, (213) 821-5272 or upirb@usc.edu

112

Appendix C: Recruitment Email
The following letter was used to recruit participants via email for participation in the
present study.
Email Content
My name is Megha Shah, and I am beginning dissertation research as part of my doctoral
work in educational leadership at the University of Southern California. I would be honored if
you would agree to assist me in my research process.
The focus of my study is to better understand how teachers can be supported to augment
science curriculum for greater representation in innovative and critically conscious ways. I will
be gathering information based on a semi-structured interview format. Sharing your experiences
as a teacher or lab technician would provide a wealth of information for my research. The
expected benefit associated with participation in the research study will be the contribution to the
field of teacher education as well as culturally relevant teaching practices for students.
The dissertation research will include interviews with at least 10 members of the upper
school science department at our school. This can include teachers, HOD, and lab technicians.
Semi-structured interviews will take place during Winter and Spring of 2023. Interviews will be
scheduled on campus at a time and place convenient for the participants and will last
approximately 60 minutes. All information you share with me will remain confidential and your
name will not be shared in any report.
As a thank you for participating in this research, you will receive a $25 gift card for a
bookstore. You will be emailed your gift card after the conclusion of the project along with a list
of non-fiction science books authored by persons of color (list).

113

Please see the attached Consent to Participate in Research form for more details
regarding the project, procedures, participant rights and information security.
Please email me at mnshah@usc.edu if you are available to participate in this important project.
Please let me know by [date]. I will contact you to schedule a convenient date to conduct the
interview.
Thank you, and I look forward to hearing from you soon!

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Appendix D: Approval to Conduct Research
The following language was used to secure consent for conducting research in the upper
school science department.
Approval Request Language
I would like to ask your permission to conduct voluntary science department member
(teachers/lab technicians) interviews within the upper school science department. This is in
support of my dissertation, “Augmentation in Science Curriculum Towards More Equity
Representation: An Innovation Study.” I am conducting these interviews exclusively within our
school. Attached herewith is the interview protocol.
The interviews would last approximately 60 minutes and would be arranged at a time and
place on campus most convenient for the teacher or lab technician. Participation is purely
voluntary and there are no known or anticipated risks for participation in this study. All
information will be kept in utmost confidentiality and will be used for academic purposes only.
The names of interviewees and the name of the school will not appear in any publication
resulting from this dissertation. Interviews would be completed before August of 2023.
After the data have been analyzed and writing completed, you will receive a copy of the
entire dissertation in an electronic pdf copy.
If you agree, kindly sign below acknowledging your consent and permission for me to
conduct these interviews at the school.
Your approval to conduct this study will be greatly appreciated. Thank you in advance
for your interest and assistance with this research.

Abstract (if available)

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Asset Metadata

Creator Shah, Megha Niranjan (author)

Core Title Augmentation in science curriculum towards more equitable representation: an innovation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership

Degree Conferral Date 2023-08

Publication Date 07/25/2023

Defense Date 07/13/2023

Publisher University of Southern California. Libraries (digital)

Tag critical consciousness,cultural relevance,curriculum,diversity,gap analysis,international,OAI-PMH Harvest,reflection,representation,science,scientists of color,teachers

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Robles, Darline P. (committee chair), Freking, Fred W. (committee member), Hasan, Angela "Laila" (committee member)

Creator Email mnshah@usc.edu,poemsbymegha@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113289534

Unique identifier UC113289534

Identifier etd-ShahMeghaN-12145.pdf (filename)

Legacy Identifier etd-ShahMeghaN-12145

Document Type Dissertation

Rights Shah, Megha Niranjan

Internet Media Type application/pdf

Type texts

Source 20230726-usctheses-batch-1074 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA

Repository Email cisadmin@lib.usc.edu