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The framework for this book inculcates use of cultural capital of urban students to assist them in developing self-efficacy through the performing arts. It is necessarily implemented through participation in a culturally responsive teaching environment, using elements of cultural arts forms that assist, nurture, and include urban students in constructing science meaning needed for developing science literacy skills. Science literacy for 21st century students was examined to prepare an educational strategy that prepared urban students to enter and navigate within a global science learning community. Teacher and educator professional development was critically reviewed to prepare a science education paradigm shift in the United States, with a peripheral view of education in other industrialized nations.