Not in Their Name: Re-Interpreting Discourses of STEM Learning through the Subjective Experiences of Minoritized Girls

Autor/inn/en	Sengupta-Irving, Tesha; Vossoughi, Shirin
Titel	Not in Their Name: Re-Interpreting Discourses of STEM Learning through the Subjective Experiences of Minoritized Girls
Quelle	In: Race, Ethnicity and Education, 22 (2019) 4, S.479-501 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2019.1592835
Schlagwörter	STEM Education; Neoliberalism; Females; Track System (Education); Mathematics Instruction; High School Students; Art Education; After School Programs; Suburban Schools; Urban Areas; Immigrants; Political Issues; Student Experience; Equal Education; Minority Group Students; Elementary School Students; Student Attitudes; Cultural Influences; Gender Bias; Sex Stereotypes + Suchen Sie Ihr Suchwort? STEM; Neo-liberalism; Neoliberalismus; Weibliches Geschlecht; Leistungsgruppe; Leistungsdifferenzierung; Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Urban area; Stadtregion; Immigrant; Immigrantin; Immigranten; Politischer Faktor; Studienerfahrung; Schülerverhalten; Cultural influence; Kultureinfluss; Geschlechterstereotyp
Abstract	This paper problematizes the enduring conscription of STEM learning in discourses of U.S. global ascendancy, neoliberalism and militarism. Drawing on ethnographic data, we explore how girls of color make meaning of their everyday experiences in two settings: a racially tracked mathematics class in a suburban high school and a STEAM based after-school program in a working class urban community. The stories of these girls -- separated by time, place, age, and social histories but bound by sensibilities grown in their Immigrant families and learning contexts -- contest U.S. hegemony as the primary rationale for STEM learning; challenge individual gain at the expense of another; problematize what counts as science while insisting on its creative convergence with joy; and honor their ingenuity and humanity. Challenging representational and respectability politics, we consider how "dignity" may better account for the complexity of their experiences and serve as a resource for research, pedagogy and design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01