Louis Gomez: International Paper Examines Disparities in Science Literacy

UCLA Professor of Education co-authors article on racial and ethnic differences in science competency, opportunities.

UCLA Professor of Education and Information Studies Louis Gomez has co-authored a paper on “Disparities in Science Literacy” for the May issue of Science. Gomez, the former chair of the UCLA Department of Education and the MacArthur Foundation Chair in Digital Media & Learning (2011-2016) is a scholar of school improvement, organizational learning, applied cognitive science, and curriculum design.

Louis Gomez, UCLA Professor of Education & Information Studies. Photo by Todd Cheney, UCLA

Despite the wealth of research on racial and ethnic disparities in math and reading ability, and educational achievement, little is known about adult science literacy. Gomez and his colleagues revealed that science literacy varies significantly across racial and ethnic groups. They highlight the importance of science literacy to sustain and enhance job opportunities, quality of life, and public engagement for Black and Hispanic adults, and the underlying drivers of the disparities through a lens of socioeconomic status and foundational literacies.

“In this time where the ways we live, work and participate in our democracy are shaped by science and technology, understanding and addressing disparities, like those we found in science literacy, is important to improving our ability to prosper as a culture,” says Gomez.

Professor Gomez teaches in both the UCLA Departments of Education & Information Studies, and serves as faculty in the Division of Urban Schooling and the Principal Leadership Institute. He is the author of “Learning to Improve: How America’s Schools Can Get Better at Getting Better.”

To read the article in Sciencemag.org, click here.