Examining African American Girls' Literate Intersectional Identities through Journal Entries and Discussions about STEM

Autor/inn/en	Lewis Ellison, Tisha; Robinson, Bradley; Qiu, Tairan
Titel	Examining African American Girls' Literate Intersectional Identities through Journal Entries and Discussions about STEM
Quelle	In: Written Communication, 37 (2020) 1, S.3-40 (38 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088319880511
Schlagwörter	African American Students; Females; Elementary School Students; Secondary School Students; Self Concept; Journal Writing; STEM Education; Comprehension; Workshops; Science Interests; Vocational Interests; Science Careers; Race; Access to Education; Disproportionate Representation + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Sekundarschüler; Selbstkonzept; Zeitschriftenaufsatz; STEM; Verstehen; Verständnis; Lernwerkstatt; Schulung; Berufsinteresse; Rasse; Abstammung; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	This article examines how three African American girls, ages 10 to 18, used journaling and interviews to better understand science, technology, engineering, and mathematics (STEM) as part of their literate identities. Drawing on prior work about literate identities, the authors introduce the concept of literate intersectional identities, which describes how participants' diverse histories, literacies, and identities traverse categories, communities, genres, and modes of meaning within the context of a STEAM workshop. The authors employed open and thematic coding to analyze the girls' journal entries in an effort to answer a question: In what ways do African American girls' journal writings and interviews about STEM reflect and influence their literate identities in a digital app coding workshop? Findings reveal how their writings about race, access, and the underrepresentation of women of color in STEM helped them make sense of their self-assurance, self-awareness, and agency as girls of color interested in STEM careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01