STEM-Focused Academies in Urban Schools: Tensions and Possibilities

Autor/inn/en	Nasir, Na'ilah Suad; Vakil, Sepehr
Titel	STEM-Focused Academies in Urban Schools: Tensions and Possibilities
Quelle	In: Journal of the Learning Sciences, 26 (2017) 3, S.376-406 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2017.1314215
Schlagwörter	Urban Schools; STEM Education; Career Academies; Racial Differences; Gender Differences; Racial Identification; Racial Bias; Gender Bias; Social Bias; Student Diversity; Socioeconomic Status; African American Students; Case Studies; High School Students; Ethnography; Interviews; Video Technology; Student Projects; Program Effectiveness; White Students; Asian American Students; Hispanic American Students; Qualitative Research; California + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; STEM; Berufsakademie; Rassenunterschied; Geschlechterkonflikt; Racial discrimination; Rassismus; Geschlechterstereotyp; Socio-economic status; Sozioökonomischer Status; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study; High school; High schools; Oberschule; Ethnografie; Interviewing; Interviewtechnik; Schulprojekt; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner; Qualitative Forschung; Kalifornien
Abstract	Drawing on data from a study of learning, race, and equity in an urban high school organized around specialized learning academies, we examine the ways in which the design, framing, construction, and organization of learning spaces deeply influences the types of access to rigorous learning that students experience. We draw on the notion of racialized learning pathways to examine access to science, technology, engineering, and mathematics (STEM) learning spaces and the ways in which decisions about engaging these learning settings are bound up in notions of race, racial identity, gender, and belonging. We also take up the questions of how researchers and educators can intentionally design for positive racialization toward more inclusive school organization and classrooms. This article contributes to understanding of (a) how learning and identity development are mediated by broader processes of racialization tied to schooling organization and access structures and (b) how racial and gender inequities in STEM can be both reproduced and contested in large urban schools serving racially and socioeconomically diverse students. We contribute to the literature on equity and access in STEM by attending to the racialization processes that we argue are always at work in urban schools, particularly so in schools that are organized into pathways demarcated along racialized lines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01