Abstract
As museums increasingly position themselves as inclusive civic institutions, questions remain about how these commitments are enacted at the level of educational practice. This qualitative multiple case study explores how museum educators conceptualize and implement inclusion in science education within informal learning environments. Drawing on sociocultural learning theory, the study views inclusion as a dynamic, context-dependent practice shaped by institutional culture, educator identity, and broader social discourses. Data is collected from U.S.-based, AAM-accredited museums with active science learning programs and publicly stated commitments to diversity, equity, and inclusion. Participants include museum educators directly involved in the design or facilitation of science programming. Methods include semi-structured interviews, document analysis (e.g., mission statements, DEI plans), and researcher memos. Cross-case thematic data analysis examines how inclusion is defined, how it evolves across institutional contexts, and what supports or constrains its implementation. The findings suggest that while institutional language around inclusion is often broad and aspirational, educators articulate more grounded, relational understandings based on their day-to-day interactions with visitors. The study contributes to both museum studies and informal science education by centering practitioner voices, identifying structural barriers to inclusive practice, and offering evidence-based recommendations for aligning policy with pedagogy.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
INCLUSIVE SCIENCE EDUCATION, MUSEUM EDUCATORS, DEI, PRACTITIONER PERSPECTIVES
