Whose Banner Are We Waving? Exploring STEM Partnerships for Marginalized Urban Youth

Autor/inn/en	Ridgeway, Monica L.; Yerrick, Randy K.
Titel	Whose Banner Are We Waving? Exploring STEM Partnerships for Marginalized Urban Youth
Quelle	In: Cultural Studies of Science Education, 13 (2018) 1, S.59-84 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-016-9773-1
Schlagwörter	STEM Education; Science Education; Case Studies; Disadvantaged Youth; Urban Youth; Critical Theory; Race; African American Students; African American Teachers; Partnerships in Education; After School Programs; Science Programs; Role; Ethnicity; Program Evaluation + Suchen Sie Ihr Suchwort? STEM; Naturwissenschaftliche Bildung; Case study; Fallstudie; Case Study; Benachteiligter Jugendlicher; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Kritische Theorie; Rasse; Abstammung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Hochschulpartnerschaft; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Rollen; Ethnizität; Programme evaluation; Programmevaluation
Abstract	This case study examines after school programming in citizen science from the perspective of Critical Race Theory. During the course of enacting community outreach projects this data was used to examine the positioning of experts, student, and teachers within the program. This study explores the role of race and ethnicity, and the ways in which marginalization can manifest itself with black urban youth and teachers. Implications for partner selection and training are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01