Young Women of Color Figuring Science and Identity within and beyond an Afterschool Science Program

Autor/inn/en	Rahm, Jrène; Gonsalves, Allison J.; Lachaîne, Audrey
Titel	Young Women of Color Figuring Science and Identity within and beyond an Afterschool Science Program
Quelle	In: Journal of the Learning Sciences, 31 (2022) 2, S.199-236 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rahm, Jrène) ORCID (Gonsalves, Allison J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2021.1977646
Schlagwörter	Females; Minority Group Students; Science Education; Identification (Psychology); After School Programs; Science Programs; Foreign Countries; Student Attitudes; Middle School Students; High School Students; Canada (Montreal) + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Naturwissenschaftliche Bildung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Ausland; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	Background: To attend to the social production of girls of color in science through the lens of history in person and local contentious practice, we propose a relational and nonrepresentational reading of STEM pathways. We invoke the conceptual lenses of wayfaring, knots, and meshwork to highlight the infinite ways of figuring science and becoming a science person in movement. We understand this as a life-long embodied process, entangled and marked by intersectionality and emotions. Methods: Drawing on video recordings, fieldnotes, artifacts, interviews, and focus groups, collected from young women of color participating in an after-school program and over time (2009-2016), we examine moments of figuring science and identity in science. Findings: Our analysis depicts identity work as a meshwork of trails emerging in the flow of the program activities and from deep relations of dignity among the young women of color extending beyond the afterschool program and through time. Contributions: This paper offers a critique of the linear, unidirectional, and representational pipeline model of STEM education through a focus on wayfaring. In doing so, we call for a reframing of informal science learning experiences as contributing in important ways to a meshwork of lives and learning in science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01