In the Guise of STEM Education Reform: Opportunity Structures and Outcomes in Inclusive STEM-Focused High Schools

Autor/inn/en	Weis, Lois; Eisenhart, Margaret; Cipollone, Kristin; Stich, Amy E.; Nikischer, Andrea B.; Hanson, Jarrod; Ohle Leibrandt, Sarah; Allen, Carrie D.; Dominguez, Rachel
Institution	National Science Foundation (NSF)
Titel	In the Guise of STEM Education Reform: Opportunity Structures and Outcomes in Inclusive STEM-Focused High Schools
Quelle	In: American Educational Research Journal, 52 (2015) 6, S.1024-1059 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831215604045
Schlagwörter	STEM Education; Educational Change; Inclusion; Educational Opportunities; Outcomes of Education; High School Students; Comparative Analysis; Longitudinal Studies; Ethnography; Urban Schools; Low Income Students; Minority Group Students; Disproportionate Representation; Equal Education; Participant Observation; Interviews; Colorado; New York + Suchen Sie Ihr Suchwort? STEM; Bildungsreform; Inklusion; Bildungsangebot; Bildungschance; Lernleistung; Schulerfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ethnografie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teilnehmende Beobachtung; Interviewing; Interviewtechnik
Abstract	In this article, we present findings from a three-year comparative longitudinal and ethnographic study of how schools in two cities, Buffalo and Denver, have taken up STEM education reform, including the idea of "inclusive STEM-focused schools," to address weaknesses in urban high schools with majority low-income and minority students. Although introduced with great fanfare, the data indicate that well-meaning efforts toward expanding opportunities in STEM-focused schools for low-income underrepresented minorities quickly dissolved. We focus on mechanisms that seem to underlie this dissolution and consider its contributions to short- and long-term inequalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01