Bio


Bryan A. Brown is the Kamalachari Professor of Science Education, and 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)
  • Professor, Graduate School of Education, Stanford University (2021 - Present)
  • Kamalachari Professor of Science Education, Graduate School of Education, Stanford University (2024 - 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.

2023-24 Courses


Stanford Advisees


All Publications


  • Mentoring across differences in science education: Applying a brokering framework SCIENCE EDUCATION Haverly, C., Brown, B. A. 2022

    View details for DOI 10.1002/sce.21720

    View details for Web of Science ID 000778576200001

  • Seeing a science of her own: intersectionality in the age of denial CULTURAL STUDIES OF SCIENCE EDUCATION Brown, B. A. 2022
  • A technological bridge to equity: how VR designed through culturally relevant principles impact students appreciation of science LEARNING MEDIA AND TECHNOLOGY Brown, B., Boda, P., Ribay, K., Wilsey, M., Perez, G. 2021
  • Teaching Culturally Relevant Science in Virtual Reality: "When a Problem Comes, You Can Solve It with Science" JOURNAL OF SCIENCE TEACHER EDUCATION Brown, B., Perez, G., Ribay, K., Boda, P. A., Wilsey, M. 2021; 32 (1): 7–38
  • Participatory research on using virtual reality to teach ocean acidification: a study in the marine education community ENVIRONMENTAL EDUCATION RESEARCH Fauville, G., Queiroz, A. M., Hambrick, L., Brown, B. A., Bailenson, J. N. 2020
  • Designing for Relationality in Virtual Reality: Context-Specific Learning as a Primer for Content Relevancy JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY Boda, P. A., Brown, B. 2020
  • Priming urban learners' attitudes toward the relevancy of science: A mixed-methods study testing the importance of context JOURNAL OF RESEARCH IN SCIENCE TEACHING Boda, P. A., Brown, B. 2019

    View details for DOI 10.1002/tea.21604

    View details for Web of Science ID 000494560000001

  • Language and cognitive interference: How using complex scientific language limits cognitive performance SCIENCE EDUCATION Brown, B. A., Donovan, B., Wild, A. 2019; 103 (4): 750–69

    View details for DOI 10.1002/sce.21509

    View details for Web of Science ID 000474139400002

  • Language ideologies in science education SCIENCE EDUCATION Lemmi, C., Brown, B. A., Wild, A., Zummo, L., Sedlacek, Q. 2019; 103 (4): 854–74

    View details for DOI 10.1002/sce.21508

    View details for Web of Science ID 000474139400006

  • 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

  • Representing Racial Identity: Identity, Race, the Construction of the African American STEM Students URBAN EDUCATION Brown, B. A., Mangram, C., Sun, K., Cross, K., Raab, E. 2017; 52 (2): 170-206
  • Looks Like Me, Sounds Like Me! Race, Culture, and Language in the Creation of Digital Media EQUITY & EXCELLENCE IN EDUCATION Brown, B. A., Edouard, K. 2017; 50 (4): 400–420
  • Lyricism, Identity, and the Power of Lyricism as the Third Space SCIENCE EDUCATION Brown, B. A., Cooks, J., Cross, K. 2016; 100 (3): 437-458

    View details for DOI 10.1002/sce.21212

    View details for Web of Science ID 000374329700002

  • From Description to Explanation: An Empirical Exploration of the African-American Pipeline Problem in STEM JOURNAL OF RESEARCH IN SCIENCE TEACHING Brown, B. A., Henderson, J. B., Gray, S., Donovan, B., Sullivan, S., Patterson, A., Waggstaff, W. 2016; 53 (1): 146-177

    View details for DOI 10.1002/tea.21249

    View details for Web of Science ID 000367950100009

  • 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
  • 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
  • Hip-hop as a resource for understanding the urban context CULTURAL STUDIES OF SCIENCE EDUCATION Brown, B. 2010; 5 (2): 521–24
  • 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
  • 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
  • Conceptual continuity and the science of baseball: using informal science literacy to promote students' science learning CULTURAL STUDIES OF SCIENCE EDUCATION Brown, B. A., Kloser, M. 2009; 4 (4): 875–97
  • 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): 921–28
  • Intellectual innovation or intellectual retrofitting: on agency, culture and access to science education CULTURAL STUDIES OF SCIENCE EDUCATION Brown, B. A. 2009; 4 (2): 379–86
  • 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
  • WHEN CULTURES CLASH Transposing a College-Going Culture in an Urban School TOWARDS A BRIGHTER TOMORROW Brown, B. A., Brown, C. A., Jayakumar, U. M., Allen, W. R., KimuraWalsh, E., Griffin, K. A. 2009: 277–97
  • Contextual Shifting: Teachers Emphasizing Students' Academic Identity to Promote Scientific Literacy SCIENCE EDUCATION Reveles, J. M., Brown, B. A. 2008; 92 (6): 1015-1041

    View details for DOI 10.1002/sce.20283

    View details for Web of Science ID 000260479900004

  • 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

  • Educational outreach at the Stanford Environmental Molecular Science Institute 230th National Meeting of the American-Chemical-Society Saltzman, J., Brown, B. A. AMER CHEMICAL SOC. 2005: U1717–U1717
  • 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