"I Don't Think It's Science:" African American Girls and the Figured World of School Science

Autor/inn/en	Wade-Jaimes, Katherine; Schwartz, Renee
Titel	"I Don't Think It's Science:" African American Girls and the Figured World of School Science
Quelle	In: Journal of Research in Science Teaching, 56 (2019) 6, S.679-706 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wade-Jaimes, Katherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21521
Schlagwörter	African American Students; Females; Science Instruction; Racial Factors; Gender Issues; Middle School Students; Grade 7; Social Bias; Gender Bias; Racial Bias + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Geschlechterfrage; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 07; 7. Schuljahr; Schuljahr 07; Geschlechterstereotyp; Racial discrimination; Rassismus
Abstract	This study explores how the figured world of school science is influenced by macro level discourses of science, education, race, and gender that are circulated in society and perpetuated through schooling. It also examines how the figured world of school science defines limited means of recognition, both positive and negative, for African American girls. As part of a larger critical ethnography, data was collected over 2 years in one middle school and in one seventh grade science class. We present an analysis of the figured world of school science present in the study, a description of how the macro level discourses at the school impacted that figured world, and a description of the Discourses (ways of saying, doing, and being that are recognized as certain types of people) available to students in the figured world. Our results reveal a limited, and inherently unjust, set of Discourses are available to students in this figured world. In addition, Discourses that would support learning and development in science were noticeably absent. This leads to a world in which African American girls gain positive recognition as good science students for being quiet, polite, passive, and fast workers. We argue that this not only unfairly marginalizes many students from school science, in fails to prepare any students for meaningful engagement with science. We conclude with implications for both teaching and research, calling for ways to allow African American girls to self-define with respect to science and research to better understand the larger contextual factors influence on teachers and other settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01