Inspirational stories about teachers who are able to transform students' lives pepper the literature (e.g., Ladson-Billings, 1994). Ladson-Billings described characteristics of culturally relevant teaching and then explored the stories of three teachers who enacted a personal pedagogy that led to high achievement among African American students. Stories such as these provide insights and can lead teachers to change aspects of their teaching practice. At times, teachers may be transformed by these success stories and radically change their actions. However, when teachers enact a new practice without an ideological shift in beliefs, the change is often superficial and may not result in the desired vision (Ball, 1992; Cohen, 1990; Fennema & Nelson, 1997). The question arises, how can teacher educators and professional developers help both practicing and prospective science and mathematics teachers recognize the need for culturally relevant pedagogy when science and mathematics are often considered devoid of culture?
