One of the things I love about science is its inherent neutrality. It’s a process that anyone, anyone at all can participate in. All levels of learning, at any age, with any identity – all science cares about is your willingness to work and your willingness to learn. Chapter 7 was excellent in making me consider how ideas of equity are applied in science learning settings. I do see how museums try to appeal to multiple demographics. They may try to add accomodations for sense-disabled people, or have interactive exhibits. Museums – or just informal places of learning, in general – are supposed to be a sort of communal gathering to take place in scientific or humanities oriented education.

The issue for me is the association some people have with museums. The key issue is a perceived sense of exclusivity. To some, museums are only open to anyone in theory – in reality, they’re really for people with some background in the area of interest for the exhibition, as those people have something to gain.

That being said, I did like reading about methods to incorporate multiple demographics – drawing of cultural practices , developing multi-cultural labels, and building relationships with the community. Of the three, the strongest method was the last one. Museums, when they become not just an exhibit, or an exclusive place of learning, but an actual part of the community, with outreach programs and exhibits tailored to the community – they can truly become equitable. That connection allows for a dynamism of presentation and contribution that is valuable to both parties, as visitors feel empowered to contribute and museums have a stronger method of educating.