Creating a College-Going Culture
Creating a College-
Going Culture
A Family Science program that
motivates disadvantaged students
Cherie A. McCollough
Copyright © 2011, National Science Teachers Association (NSTA).
Reprinted with permission from The Science Teacher, March
T
he atrium at Falfurrias High School, a rural school
in Falfurrias, Texas, is filled with tables, projects,
people, and—most important—excitement. It has
been a long time since people here gathered like
this. Discovery of oil and gas reserves significantly increased
the population of this ranching community in the 1930s and
1940s; but now, oil and gas pumps sit rusting and motion-
less, the majority of homes are boarded and empty, few jobs
are available, and the atmosphere is one of defeat. But not
tonight—tonight, the excitement is palpable as kindergar-
ten- through college-age students gather at Falfurrias High
School to learn science with their families.
Fa m i l y S c i e n ce
Through a Department of Education–funded partnership,
I helped science teachers at Falfurrias High School imple-
ment a Family Science event in their school. We held these
events three times a semester on weekdays from 5:00 to 7:00
p.m., so that parents could attend after work. Local middle
and elementary school students and their families were in-
vited to join the events.
Since my university, Texas A&M–Corpus Christi (TA-
MU–CC), began hosting Family Science events with local
schools in the fall of 2006, approximately 2,500 elementary
and middle school students, 800 preservice science teachers,
and 3,000 family members have participated. This article
describes the program and how it was modified in 2009
for Falfurrias High School—a rural, primarily Hispanic
school—to motivate students to attend college.
R u ra l s t u d e n t s
High school science students, particularly those in rural and
low socioeconomic areas, often complain that science is bor-
ing, extraneous, and complicated. Many think science does
not apply to them—they do not see its relevance to their
daily lives.
Students in rural areas may also have negative attitudes
about their communities. Herzog and Pittman (1995) argue
that modern American society does not value rural environ-
ments or the economically disadvantaged, creating prejudices
against these populations. Rural students and those from
low socioeconomic households sometimes internalize these
prejudices, exhibiting feelings of inferiority about their ori-
gins. As a result, these students may lack the motivation to
attend college because they feel disassociated from it (King
1996; Demi, Coleman-Jensen, and Snyder 2010).
Pa re n t a l i n vo l ve m e n t
Research indicates that increased parental involvement has
a positive impact on student achievement, especially among
Hispanic students (Zarate 2007; NSTA 2010). However, pa-
rental involvement in the education process is not common
in Hispanic families, as many parents believe that the edu-
cative role belongs only to educators (Valdés 1996; Barton
et al. 2004).
February
Vol. 78, No.2011 51
3, March 2011.
 Although policy makers and educators agree that parental
involvement is critical, schools often struggle to create effec-
tive partnerships with poor, minority parents. As Hispanic
enrollment increases in the United States, the ability to forge
meaningful parental relationships involves overcoming
challenges—such as differences in language and cultural
understandings—while encouraging the pursuit of postsec-
ondary education (Gándara 2005).
A b o u t Fa l f u r r i a s H i g h S c h o o l
In 2009, Falfurrias High School had a 93% Hispanic and
94% economically disadvantaged student population. The
school had programs designed to bridge college-bound gaps,
such as GEAR UP and Communities in Schools, but most
students did not participate. One motivation problem—
identified by science teachers—was that parents were not
encouraging students to attend college. This is significant,
since research indicates that parents’ educational expecta-
tions exert the strongest influence on a student’s decision to
pursue college (Smith, Beaulieu, and Seraphine 2010).
Students with high intelligence are less likely to attend col-
lege or aspire to a college education if they come from families
of low socioeconomic status, are members of disadvantaged
racial groups, or live in rural areas (Demi, Coleman-Jensen,
and Snyder 2010). The majority of students from Falfurrias
High School shared these characteristics. Students also did
not want to engage in lengthy projects, and often failed to
follow through with assignments that required completion
outside the classroom.
Fa m i l y S c i e n ce t ra i n i n g
The first step in bringing the Family Science program to
Falfurrias High School was to train the school’s science
teachers and have them attend classes in which students
were given instructions, project ideas, and information re-
garding project-based science teaching. The training model
was based on a preservice teachers’ science content course
at TAMU–CC (McCollough, McDonald, and Canales
2008; McCollough and Ramirez 2010) and originated from
McDonald’s (1999) work in south Texas. The Family Sci-
ence model was designed so that high school students could
create science activities and implement them with elemen-
tary students and their families from the surrounding rural
community.

Figure 1

Family Science activity rubric.

Student name: _____________________________

Title of activity: ____________________________

Category Scoring criteria Points Evaluation

Sequence of the presentation is easy to follow using visual clues pro-
10  
vided. (Clues may include numbers, letters, or arrows.)
Organization
(20 points) Text is simple and large enough to be read from a minimum of 1 m away.
A standard, easy-to-read font is used. Both capital and lowercase letters 10  
are used.
Graphics dominate the poster visually, with text playing a supporting
5  
role. Poster uses graphics, cartoons, and figures when possible.
Handout is age-appropriate and complete. 10  
Presentation
(25 points) Title clearly describes the activity presented and is easily understand-
5  
able.
Artistic elements of the poster are subtle and do not distract from the
5  
message of the poster. Poster presents information clearly.
The activity is fun and appropriate for students and parents. 20  
Scientific activity Scientific information is presented in a clear and straightforward manner.
25  
(55 points) The activity has a scientific purpose and intention.
The overall science in the activity and poster is obvious. 10  
Score Total points 100  

52 The Science Teacher

 Creating a College-Going Culture

Fa m i l y S c i e n ce n i g h t
Students set up at different stations to conduct simple, 7–15
minute science experiments and demonstrations. All of
the science activities were culturally relevant; for example,
students demonstrated the importance of sand dunes as the
first line of defense for south Texas hurricanes.
The science behind the activities became obvious as
families engaged in hands-on explorations—supporting
the National Science Education Standards (NRC 1996).
Inquiry is at the heart of Family Science—families are
encouraged to work together to make discoveries about
science, discuss those discoveries, and learn more about
All photos courtesy of the author

what they have experienced.

Falfurrias High School students designed trifold boards to
attract attention to their activities and outline broad science
concepts. To better serve the local Hispanic population, the
presentation boards were required to use both English and
Spanish titles (see photos).
The activities engaged elementary and middle school
students and their families with different science concepts
in authentic ways. The preservice teachers were equally
Participants use invisible glitter in a solution to see how their “germs” are engaged, as the majority had never attended an event in
easily transferred. A black light exposes the germs in surprising places. a rural community or served as role models for younger
students. The science teachers from Falfurrias High School
helped serve snacks and beverages, interacted with students
The teachers were provided with suggested timelines and parents, answered questions, and gave away several
for students’ project conception and development (see “On door prizes.
the web”). I also gave them some project ideas from Science Over 200 elementary and middle school students and
Night Family Fun From A to Z (Sarquis and Hogue 2000). their families attended the 2009 Family Science event. More
Projects used common household items; examples include
discovering how many drops of water fit on a penny, mak-
ing paper helicopters with varied designs, demonstrating
optical illusions, creating sounds with straws and drinking
glasses, observing symmetry in nature, creating bridges, and
using engineering concepts to make objects float. Activities
requiring safety goggles, gloves, chemicals, open flames, and
so on were not used.
The benefits of Family Science were explained to the
participating high school students, who were provided with
project examples, websites, and videos of past Family Science
events. They used class time to develop and construct projects
aligned with state science standards.
Falfurrias teachers distributed flyers to announce the event
to all involved, including elementary, middle, and high school
students’ parents. Over 120 high school students and 90 pre-
service science teachers from TAMU–CC worked in teams of
two to three to prepare various science activities.
Prior to the event, the high school students and preservice
teachers were peer-evaluated on their presentation boards,
activities, and overall science content (Figure 1). This was the
first time we had held a Family Science event at a high school
venue where students created and implemented activities for Participants are asked to predict how much sugar they think is in a bowl
elementary school students. of cereal or a drink, then measure the actual amount.

March 2011 53

Participants are given information on the physical and chemical effects that
a small amount of drugs and alcohol has on the brain and human systems.
than 50 high school family members attended. High school
students and their families spoke with the preservice teach-
ers from TAMU–CC about college entrance requirements,
campus life, course work, financial aid, and other topics—
decreasing feelings of disassociation from college (Demi,
Coleman-Jensen, and Snyder 2010; King 1996).
Impact
After the Family Science event, students wrote reflec-
tions and completed Likert-scale surveys. Many initially
expressed a negative attitude toward science, but these
perceptions changed after teaching younger students using
hands-on, minds-on learning opportunities. In their reflec-
tions, many students expressed increased confidence in sci-
ence teaching, excitement about science, and the desire to
host another Family Science event.
Several students indicated that the experience sparked an
interest in teaching or attending college. All had favorable
responses, indicating they enjoyed being in an extracurricular
environment with their peers, teaching the elementary stu-
dents, and interacting with college students (the TAMU–CC
preservice teachers).
In written surveys (n = 127), an overwhelming number
reported that they learned science by doing the activities
(97%) and that developing their projects raised questions
about science (99%). All expressed a desire to repeat the
event in the future. Students indicated an increased inter-
est in attending college (86%) and many reported that they
would contact TAMU–CC’s Communities in Schools liaison
about college campus visits (57%)—indicating an increased
motivation to attend college.
Family members were asked to complete surveys after the
event, as well (n = 104). Their only complaint was that the
event was not long enough! Parents enjoyed participating
in the activities, rather than casually observing. When asked
54 The Science Teacher
whether they would encourage participation in higher edu-
cation, 100% provided a positive response. The majority of
parents cited college attendance as a way to avoid economic
problems (87%) and improve present financial situations
(92%)—perspectives that are supported by current research
(Legutko 2008). Though 66% of parents indicated that they
generally did not participate in after-school academic activi-
ties, 82% said they would return to a Family Science event.
TAMU–CC preservice teachers also found the Family
Science experience rewarding and were surprised by the level
of interest the event raised in the local community. Preservice
teacher reflections included the following:
uu “The one thing I will remember from participating in
this event is that even in a small town with the stigma
of education maybe not being the most important thing,
there were so many supportive teachers, parents, and
members of the community involved. That was such a
great portion of the night, and I’m sure it meant a lot to
the students.”
uu “Some of the projects that the high school students cre-
ated gave us a run for our money!”
uu “The projects developed by the high school students
were greatly reflective of the active, adventurous
nature of teenagers.”
uu “I think this experience was neat for me to be a part
of because I had the opportunity to see community-
centered learning happen right in front of my eyes.”
Looking ahead
In the future, TAMU–CC plans to replicate this model
in high schools throughout south Texas. With administra-
tive support and teacher training in the preparation and
implementation of programs such as Family Science, this
model can be easily duplicated. All stakeholders benefit as
students learn the content more deeply; teachers, parents,
and administrators forge relationships; and preservice
teachers have an authentic experience planning a lesson
and associated activity, and implementing that lesson with
both students and their parents. Through these types of
events, participants from the rural and college communi-
ties have interactions that provide information about each
other—demystifying stereotypes, adjusting misconcep-
tions, and providing new perspectives for all.
As local and global economics continue to support
the encouragement of higher education, it is important
to include everyone in those conversations. Parents and
students—especially those from minority populations and
rural communities—need encouragement, motivation, and
factual information to create a college-going culture. Pro-
grams like Family Science can provide those opportunities
and conversations, as participants are supported in a fun,
friendly community environment. n

More on Family Science.
Family Science and Family Math are two programs in-
stituted in science and mathematics preservice teacher
training at Texas A&M University–Corpus Christi (TAMU–
CC). Currently, TAMU–CC is a four-year Hispanic-Serving
Institution that conducts a Family Science program as part
of K–12 preservice science teacher course work. TAMU–
CC’s Family Science learning experience is based on three
premises supported by science education research:
1. Students learn and retain more content knowl-
edge when they teach that content to others in
an active way, instead of learning through a direct
lecture approach.
2. When students feel successful doing science, their
confidence increases, and they are more likely to
engage in science—leading to a deeper under-
standing of science content.
3. By conducting science in a supportive environ-
ment, students become more interested in science
(NRC 2000; Donovan and Bransford 2005).
Cherie A. McCollough (cherie.mccollough@tamucc.edu) is an
assistant professor of science education at Texas A&M University
in Corpus Christi.
Acknowledgments
This work is funded in part by the Gaining Early Awareness and
Readiness for Undergraduate Programs (GEAR UP) project ad-
ministered by the U.S. Department of Education. Texas GEAR
UP/STAR (Award # P334S060005) is a project of the Texas Edu-
cation Agency. Training for Family Science and Family Math
was provided at TAMU-CC through a National Science Foun-
dation grant, Pre-Service Teachers Learning to Engage His-
panic Parents in Mathematics and Science (PTEP) under DUE
Grant Nos. 0536827. In addition, the author would like to thank
the science teachers, administrators, staff, and families at Falur-
rias High School and preservice teachers at TAMU-CC for their
participation and support.
On the web
McCollough’s Family Science events website with photographs,
specific project examples, and reflection excerpts: www.fami-
lylearningevents.blogspot.com
Timeline for project conception and development: www.nsta.org/
highschool/connections.aspx
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