ABSTRACT
This chapter deals with the next generation science standards (NGSS) call to "make diversity visible" with General Science Quarterly's (GSQ) use of psychology to visualize differences between pupils. It highlights three pedagogical translation tools in GSQ. The first is the developmental scale, which mapped the reasoning of individuals and racial groups as more or less scientific. The second is the standardized test, which conceptualized science ability as a calculable trait. The third is the home survey, which monitored the application of scientific rules to everyday living. The chapter argues that these techniques form a grid of practices that contributed to the stratification of high school science, with a higher level for preparing potential scientists and a lower level targeting those seen as lacking basic scientific reasoning. It concludes by returning to the NGSS to ask how strategies for teaching science to "diverse" groups rely on similar classificatory techniques that may undermine efforts to promote equity.
