Identifying How District Science Coordinators Leverage Their Capital to Monitor and Promote Equity

Promoting equity in science education is required to address persistent inequities, and the implementation of three‐dimensional (3D) science instruction is a small step toward this goal. District science coordinators (DSCs) utilize cultural, social, and economic capital to support K‐12 teachers in standards‐based reform efforts, including the implementation of 3D science instruction. This exploratory multiple‐case study followed three DSCs participating in a professional development (PD) program designed to develop leadership skills and knowledge of 3D science instruction. An equity pre‐ and post‐survey, focus group interviews, and strategic plans developed during the PD program were analyzed using thematic analysis to determine the role of capital in how DSCs promoted equitable 3D science instruction and the barriers they encountered. Findings suggest that cultural and social capital play pivotal roles in how DSCs promote equity and address barriers. Investing in DSCs' cultural and social capital may help facilitate more equitable learning environments within science classrooms.