What Kind of Boy Does Science? A Critical Perspective on the Science Trajectories of Four Scientifically Talented Boys.

Autor/inn/en	Carlone, Heidi B.; Webb, Angela W.; Archer, Louise; Taylor, Mandy
Titel	What Kind of Boy Does Science? A Critical Perspective on the Science Trajectories of Four Scientifically Talented Boys.
Quelle	In: Science education, 99 (2015) 3, S. 438-464Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21155
Schlagwörter	Fallstudie; Jungenbildung; Naturwissenschaftliche Bildung; Idealisierung
Abstract	The close association between science and masculinity has been widely discussed, yet few studies have focused on boys' negotiation with, and participation in, school science. This paper seeks to trouble monolithic notions of the link between science and masculinity, arguing that the "ideal science student" is a classed, racialized, and gendered construction. Drawing on interviews, observations, surveys, and student work samples, we construct longitudinal case studies of four scientifically talented boys from fourth to sixth grades, showing how "being smart" is a necessary, but not sufficient, requirement for boys who want to position themselves or end up getting positioned as "scientific." We also demonstrate how "being interested in science" is a useful, but not essential, component of these boys' identity performances and recognition work. We explain how the boys take up different positions in relation to the "smart science boy" subject position (the "smart boy," "smart science boy," "wannabe smart science boy," and "geeky science boy") and argue that the boys' in/ability to authentically inhabit the "ideal science student" subject position is constrained and facilitated by their class and ethnic positionings.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2017/4