ABSTRACT
The argument for improving the quality of science education usually starts out stating that science education is essential if we are to train our youth for the jobs and opportunities of the twenty-first century. The image materializes of earnest, clear-eyed graduates, donning their lab coats or updating their software applications as they march into a future of success and financial well-being. In both cases, the competition is fierce, the training is strenuous, and the imperative to keep in top form is relentless. Our populace must come to understand that when they are offered scientific expertise from the academy, they are listening to some of the most distinguished and knowledgeable persons that our society has produced. The deconstruction of prejudice is obviously an across-the-board challenge for our educational institutions. But there seems to be far too little concern about exposing the prejudices that exist about science.
