Bio


Bryan A. Brown is a professor of teacher education. His research interest explores the relationship between student identity, discourse, classroom culture, and academic achievement in science education. He focuses on the social connotations and cultural politics of science discourse in small-group and whole-group interaction. Additionally, his research work in science education examines how teacher and student discourse serve to shape learning opportunities for students in science classrooms. Dr. Brown's work in science education in urban communities focuses on developing collaborative curricular cycles and classroom pedagogy based on developing discourse intensive instruction for urban learners. His research has expanded beyond his focus on science education, to include issues of college access in urban communities.His recent work explores how classroom and school culture shapes access to higher education. He conducts mixed methodological work exploring how race, language, and culture impact students learning in urban science classrooms.

Academic Appointments


Administrative Appointments


  • Associate Professor, Graduate School of Education, Stanford University (2003 - Present)
  • College Director, Freshman Sophomore College, Stanford University (2019 - Present)

Boards, Advisory Committees, Professional Organizations


  • ., Long Beach Unified School District (1996 - 2001)
  • Visiting Professor, Michigan State University (2002 - 2003)

Professional Education


  • BS, Hampton University, Biology (1996)
  • MA, University of California, Santa Barbara, Education- Science Education (1999)
  • PhD, University of California, Santa Barbara, Education- Science Education (2002)

Research Interests


  • Diversity and Identity
  • Science Education
  • Teachers and Teaching

Current Research and Scholarly Interests


Dr. Brown's current research examines issues of stress, culture, and language. His work examines how science is taught is ways that may alienate urban students due to the approach to language instruction. This work includes experimental work involving technology based education and inner city teaching practices.

2018-19 Courses


Stanford Advisees


All Publications


  • Moving Culturally Relevant Pedagogy From Theory to Practice: Exploring Teachers’ Application of Culturally Relevant Education in Science and Mathematics Urban Education Brown, B. A., Boda, P., Lemmi, C., Monroe, X. J. 2019; 54 (6): 775-803

    View details for DOI 10.1177/0042085918794802

  • Overloaded and underprepared: Strategies for stronger schools and healthy, successful kids Pope, D., Brown, M., Miles, S. John Wiley & Sons. 2015
  • Urban Middle School Students' Reflections on Authentic Science Inquiry JOURNAL OF RESEARCH IN SCIENCE TEACHING Maulucci, M. S., Brown, B. A., Grey, S. T., Sullivan, S. 2014; 51 (9): 1119-1149

    View details for DOI 10.1002/tea.21167

    View details for Web of Science ID 000343739900002

  • Urban middle school students' reflections on authentic science inquiry Journal of Research in Science Teaching Maulucci, M. S., Brown, B. A., Grey, S. T., Sullivan, S. 2014; 51 (9): 1119-1149
  • From access to success: Identity contingencies & African-American pathways to science Higher Education Studies Brown, B. A., Henderson, B., Gray, S., Donovan, B., Sullivan, S. 2013; 3 (1): 1
  • Exploring the alignment of black scientists with the American scientific community: Does race still matter? Journal of Women and Minorities in Science and Engineering Brown, B. A., Parsons, E., Miles, R., Henderson, B. 2013; 19 (2)
  • Isn’t that just good teaching? Disaggregate instruction and the language identity dilemma Journal of Science Teacher Education Brown, B. A. 2011; 22 (8): 679-704
  • Pathway towards fluency: Using ‘disaggregate instruction’to promote science literacy International Journal of Science Education Brown, B. A., Ryoo, K., Rodriguez, J. 2010; 32 (11): 1465-1493
  • A view of the tip of the iceberg: revisiting conceptual continuities and their implications for science learning Cultural Studies of Science Education Brown, B. A., Kloser, M. 2009; 4 (4): 921
  • Intellectual innovation or intellectual retrofitting: on agency, culture and access to science education Cultural Studies of Science Education Brown, B. A. 2009; 4 (2): 379-386
  • Double talk: Sythesizing everyday and science language in the classroom SCIENCE EDUCATION Brown, B. A., Spang, E. 2008; 92 (4): 708-732

    View details for DOI 10.1002/sce.20251

    View details for Web of Science ID 000256774100007

  • Teaching science as a language: A "Content-First" approach to science teaching JOURNAL OF RESEARCH IN SCIENCE TEACHING Brown, B. A., Ryoo, K. 2008; 45 (5): 529-553

    View details for DOI 10.1002/tea.20255

    View details for Web of Science ID 000255350400002

  • Assessment and Academic Identity: Using Embedded Assessment as an Instrument for Academic Socialization in Science Education TEACHERS COLLEGE RECORD Brown, B. A. 2008; 110 (10): 2116-2147
  • Assessment and Academic Identity: Using Embedded Assessment as an Instrument for Academic Socialization in Science Education. Teachers College Record Brown, B. A. 2008; 110 (10): 2116-2147
  • Double talk: Synthesizing everyday and science language in the classroom Science Education Brown, B. A., Spang, E. 2008; 92 (4): 708-732
  • Discursive identity and science teaching: Teachers emphasizing student identity in science instruction Science Education Reveles, J., Brown, B. 2008; 92 (5): 1015-1041
  • Teaching science as a language: A “content‐first” approach to science teaching Journal of Research in Science Teaching Brown, B. A., Ryoo, K. 2008; 45 (5): 529-553
  • "It isn't no slang that can be said about this stuff": Language, identity, and appropriating science discourse JOURNAL OF RESEARCH IN SCIENCE TEACHING Brown, B. A. 2006; 43 (1): 96-126

    View details for DOI 10.1002/tea.20096

    View details for Web of Science ID 000234961800005

  • “It isn't no slang that can be said about this stuff”: Language, identity, and appropriating science discourse Journal of Research in Science Teaching Brown, B. A. 2006; 43 (1): 96-126
  • Scientific literacy and discursive identity: A theoretical framework for understanding science learning SCIENCE EDUCATION Brown, B. A., Reveles, J. M., Kelly, G. J. 2005; 89 (5): 779-802

    View details for DOI 10.1002/sce.20069

    View details for Web of Science ID 000231553100004

  • The politics of public discourse: Discourse, identity and African Americans in science education Negro Educational Review Brown, B. A. 2005; 56 (2/3): 205
  • Scientific literacy and discursive identity: A theoretical framework for understanding science learning Science Education Brown, B. A., Reveles, J. M., Kelly, G. J. 2005; 89 (5): 779-802
  • Discursive identity: Assimilation into the culture of science and its implications for minority students JOURNAL OF RESEARCH IN SCIENCE TEACHING Brown, B. A. 2004; 41 (8): 810-834

    View details for DOI 10.1002/tea.20228

    View details for Web of Science ID 000224572200003

  • Discursive identity: Assimilation into the culture of science and its implications for minority students Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching Brown, B. A. 2004; 41 (8): 810-834
  • Professional development for university scientists around issues of equity and diversity: Investigating dissent within community Journal of Research in Science Teaching Bianchini, J. A., Hilton‐Brown, B. A., Breton, T. D. 2002; 39 (8): 738-771
  • Toward inclusive science education: University scientists' views of students, instructional practices, and the nature of science Science Education Bianchini, J. A., Whitney, D. J., Breton, T. D., Hilton‐Brown, B. A. 2002; 86 (1): 42-78
  • Students' experiences of ability grouping-disaffection, polarisation and the construction of failure British Educational Research Journal Boaler, J., Wiliam, D., Brown, M. 2000; 26 (5): 631-648