Bryan Brown
Kamalachari Professor of Science Education and Vice Provost for Faculty Development, Diversity and Engagement
Graduate School of Education
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.
Administrative Appointments
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Associate Professor, Graduate School of Education, Stanford University (2003 - Present)
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College Director, Freshman Sophomore College, Stanford University (2019 - Present)
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Professor, Graduate School of Education, Stanford University (2021 - Present)
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Kamalachari Professor of Science Education, Graduate School of Education, Stanford University (2024 - Present)
Boards, Advisory Committees, Professional Organizations
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., Long Beach Unified School District (1996 - 2001)
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Visiting Professor, Michigan State University (2002 - 2003)
Professional Education
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BS, Hampton University, Biology (1996)
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MA, University of California, Santa Barbara, Education- Science Education (1999)
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PhD, University of California, Santa Barbara, Education- Science Education (2002)
Research Interests
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Diversity and Identity
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Science Education
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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.
2024-25 Courses
- Curriculum and Instruction in Science
EDUC 267B (Aut) - Science, Engineering and Technology Education Seminar
EDUC 359C (Aut) -
Independent Studies (8)
- Directed Reading
EDUC 480 (Aut, Win, Spr) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr) - Directed Research
EDUC 490 (Aut, Win, Spr) - Directed Research in Education
EDUC 190 (Aut, Win, Spr) - Honors Research
EDUC 140 (Aut, Win, Spr) - Master's Thesis
EDUC 185 (Aut, Win, Spr) - Practicum
EDUC 470 (Aut, Win, Spr) - Supervised Internship
EDUC 380 (Aut, Win, Spr)
- Directed Reading
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Prior Year Courses
2023-24 Courses
- Curriculum and Instruction in Science
EDUC 267A (Sum) - Curriculum and Instruction in Science
EDUC 267B (Aut) - Science, Engineering and Technology Education Seminar
EDUC 359C (Aut)
2022-23 Courses
- Curriculum and Instruction in Science
EDUC 267A (Sum) - Curriculum and Instruction in Science
EDUC 267B (Aut) - Research on Science Teaching and Learning
EDUC 359B (Aut)
2021-22 Courses
- Curriculum and Instruction in Science
EDUC 267A (Sum) - Curriculum and Instruction in Science
EDUC 267B (Aut) - RILE Colloquium on Race, Inequality, and Language in Education
EDUC 489 (Aut)
- Curriculum and Instruction in Science
Stanford Advisees
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Doctoral Dissertation Advisor (AC)
Kendra Sobomehin -
Doctoral Dissertation Co-Advisor (AC)
Archana Kannan -
Doctoral (Program)
Lisa Archuleta, Kyalamboka Brown, Brandi Cannon, Liz Harris, Derric Heck, Monica Sircar, Kendra Sobomehin, Tamara Sobomehin
All Publications
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Mentoring across differences in science education: Applying a brokering framework
SCIENCE EDUCATION
2022
View details for DOI 10.1002/sce.21720
View details for Web of Science ID 000778576200001
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Seeing a science of her own: intersectionality in the age of denial
CULTURAL STUDIES OF SCIENCE EDUCATION
2022
View details for DOI 10.1007/s11422-022-10116-5
View details for Web of Science ID 000773185600001
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A technological bridge to equity: how VR designed through culturally relevant principles impact students appreciation of science
LEARNING MEDIA AND TECHNOLOGY
2021
View details for DOI 10.1080/17439884.2021.1948427
View details for Web of Science ID 000669350700001
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Teaching Culturally Relevant Science in Virtual Reality: "When a Problem Comes, You Can Solve It with Science"
JOURNAL OF SCIENCE TEACHER EDUCATION
2021; 32 (1): 7–38
View details for DOI 10.1080/1046560X.2020.1778248
View details for Web of Science ID 000612963400002
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Participatory research on using virtual reality to teach ocean acidification: a study in the marine education community
ENVIRONMENTAL EDUCATION RESEARCH
2020
View details for DOI 10.1080/13504622.2020.1803797
View details for Web of Science ID 000559862500001
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Designing for Relationality in Virtual Reality: Context-Specific Learning as a Primer for Content Relevancy
JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY
2020
View details for DOI 10.1007/s10956-020-09849-1
View details for Web of Science ID 000554451600001
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Priming urban learners' attitudes toward the relevancy of science: A mixed-methods study testing the importance of context
JOURNAL OF RESEARCH IN SCIENCE TEACHING
2019
View details for DOI 10.1002/tea.21604
View details for Web of Science ID 000494560000001
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Language ideologies in science education
SCIENCE EDUCATION
2019; 103 (4): 854–74
View details for DOI 10.1002/sce.21508
View details for Web of Science ID 000474139400006
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Language and cognitive interference: How using complex scientific language limits cognitive performance
SCIENCE EDUCATION
2019; 103 (4): 750–69
View details for DOI 10.1002/sce.21509
View details for Web of Science ID 000474139400002
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Moving Culturally Relevant Pedagogy From Theory to Practice: Exploring Teachers’ Application of Culturally Relevant Education in Science and Mathematics
Urban Education
2019; 54 (6): 775-803
View details for DOI 10.1177/0042085918794802
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Representing Racial Identity: Identity, Race, the Construction of the African American STEM Students
URBAN EDUCATION
2017; 52 (2): 170-206
View details for DOI 10.1177/0042085916661385
View details for Web of Science ID 000393105000002
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Looks Like Me, Sounds Like Me! Race, Culture, and Language in the Creation of Digital Media
EQUITY & EXCELLENCE IN EDUCATION
2017; 50 (4): 400–420
View details for DOI 10.1080/10665684.2017.1399097
View details for Web of Science ID 000419197500006
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Lyricism, Identity, and the Power of Lyricism as the Third Space
SCIENCE EDUCATION
2016; 100 (3): 437-458
View details for DOI 10.1002/sce.21212
View details for Web of Science ID 000374329700002
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From Description to Explanation: An Empirical Exploration of the African-American Pipeline Problem in STEM
JOURNAL OF RESEARCH IN SCIENCE TEACHING
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 John Wiley & Sons. 2015
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Urban Middle School Students' Reflections on Authentic Science Inquiry
JOURNAL OF RESEARCH IN SCIENCE TEACHING
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 2014; 51 (9): 1119-1149
- Exploring the alignment of black scientists with the American scientific community: Does race still matter? Journal of Women and Minorities in Science and Engineering 2013; 19 (2)
- From access to success: Identity contingencies & African-American pathways to science Higher Education Studies 2013; 3 (1): 1
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Isn't That Just Good Teaching? Disaggregate Instruction and the Language Identity Dilemma
JOURNAL OF SCIENCE TEACHER EDUCATION
2011; 22 (8): 679–704
View details for DOI 10.1007/s10972-011-9256-x
View details for Web of Science ID 000415566700001
- Isn’t that just good teaching? Disaggregate instruction and the language identity dilemma Journal of Science Teacher Education 2011; 22 (8): 679-704
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Hip-hop as a resource for understanding the urban context
CULTURAL STUDIES OF SCIENCE EDUCATION
2010; 5 (2): 521–24
View details for DOI 10.1007/s11422-010-9269-3
View details for Web of Science ID 000214429600017
- Pathway towards fluency: Using ‘disaggregate instruction’to promote science literacy International Journal of Science Education 2010; 32 (11): 1465-1493
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Pathway Towards Fluency: Using 'disaggregate instruction' to promote science literacy
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
2010; 32 (11): 1465-1493
View details for DOI 10.1080/09500690903117921
View details for Web of Science ID 000278776000003
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Conceptual continuity and the science of baseball: using informal science literacy to promote students' science learning
CULTURAL STUDIES OF SCIENCE EDUCATION
2009; 4 (4): 875–97
View details for DOI 10.1007/s11422-009-9198-1
View details for Web of Science ID 000214426100010
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A view of the tip of the iceberg: revisiting conceptual continuities and their implications for science learning
CULTURAL STUDIES OF SCIENCE EDUCATION
2009; 4 (4): 921–28
View details for DOI 10.1007/s11422-009-9200-y
View details for Web of Science ID 000214426100013
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Intellectual innovation or intellectual retrofitting: on agency, culture and access to science education
CULTURAL STUDIES OF SCIENCE EDUCATION
2009; 4 (2): 379–86
View details for DOI 10.1007/s11422-008-9156-3
View details for Web of Science ID 000214422300010
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WHEN CULTURES CLASH Transposing a College-Going Culture in an Urban School
TOWARDS A BRIGHTER TOMORROW
2009: 277–97
View details for Web of Science ID 000270035100012
- Intellectual innovation or intellectual retrofitting: on agency, culture and access to science education Cultural Studies of Science Education 2009; 4 (2): 379-386
- A view of the tip of the iceberg: revisiting conceptual continuities and their implications for science learning Cultural Studies of Science Education 2009; 4 (4): 921
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Contextual Shifting: Teachers Emphasizing Students' Academic Identity to Promote Scientific Literacy
SCIENCE EDUCATION
2008; 92 (6): 1015-1041
View details for DOI 10.1002/sce.20283
View details for Web of Science ID 000260479900004
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Double talk: Sythesizing everyday and science language in the classroom
SCIENCE EDUCATION
2008; 92 (4): 708-732
View details for DOI 10.1002/sce.20251
View details for Web of Science ID 000256774100007
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Teaching science as a language: A "Content-First" approach to science teaching
JOURNAL OF RESEARCH IN SCIENCE TEACHING
2008; 45 (5): 529-553
View details for DOI 10.1002/tea.20255
View details for Web of Science ID 000255350400002
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Assessment and Academic Identity: Using Embedded Assessment as an Instrument for Academic Socialization in Science Education
TEACHERS COLLEGE RECORD
2008; 110 (10): 2116-2147
View details for Web of Science ID 000269695900002
- Assessment and Academic Identity: Using Embedded Assessment as an Instrument for Academic Socialization in Science Education. Teachers College Record 2008; 110 (10): 2116-2147
- Double talk: Synthesizing everyday and science language in the classroom Science Education 2008; 92 (4): 708-732
- Discursive identity and science teaching: Teachers emphasizing student identity in science instruction Science Education 2008; 92 (5): 1015-1041
- Teaching science as a language: A “content‐first” approach to science teaching Journal of Research in Science Teaching 2008; 45 (5): 529-553
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"It isn't no slang that can be said about this stuff": Language, identity, and appropriating science discourse
JOURNAL OF RESEARCH IN SCIENCE TEACHING
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 2006; 43 (1): 96-126
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Scientific literacy and discursive identity: A theoretical framework for understanding science learning
SCIENCE EDUCATION
2005; 89 (5): 779-802
View details for DOI 10.1002/sce.20069
View details for Web of Science ID 000231553100004
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Educational outreach at the Stanford Environmental Molecular Science Institute
230th National Meeting of the American-Chemical-Society
AMER CHEMICAL SOC. 2005: U1717–U1717
View details for Web of Science ID 000236797303445
- The politics of public discourse: Discourse, identity and African Americans in science education Negro Educational Review 2005; 56 (2/3): 205
- Scientific literacy and discursive identity: A theoretical framework for understanding science learning Science Education 2005; 89 (5): 779-802
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Discursive identity: Assimilation into the culture of science and its implications for minority students
JOURNAL OF RESEARCH IN SCIENCE TEACHING
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 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 2002; 39 (8): 738-771
- Toward inclusive science education: University scientists' views of students, instructional practices, and the nature of science Science Education 2002; 86 (1): 42-78
- Students' experiences of ability grouping-disaffection, polarisation and the construction of failure British Educational Research Journal 2000; 26 (5): 631-648