Culture, food, and language: Perspectives from immigrant mothers in school science

Sumi Hagiwara, Angela Calabrese Barton, Isobel Contento

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


The article explores the role of immigrant parents in middle school science as both teachers and learners as part of an urban middle school curriculum, the Linking in Food and the Environment (LiFE) program. The curriculum engaged parents as partners with science teachers to teach science through food. Over a 2-year period, parents attended a series of bilingual workshops, collaborated with classroom teachers, managed activities, guided student inquiry, and assisted in classroom management. The following study analyzes the role of culture, language, and identity as four mothers navigated their position as 'insiders' in a science classroom.

Original languageEnglish
Pages (from-to)475-515
Number of pages41
JournalCultural Studies of Science Education
Issue number2
StatePublished - Apr 2007


  • Culture
  • Dominican mothers
  • Immigrant parents
  • Language
  • Parent involvement


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