Selfies at the Science Museum: Exploring Girls' Identity Performances in a Science Learning Space

Autor/inn/en	Dawson, Emily; Archer, Louise; Seakins, Amy; Godec, Spela; DeWitt, Jennifer; King, Heather; Mau, Ada; Nomikou, Effrosyni
Titel	Selfies at the Science Museum: Exploring Girls' Identity Performances in a Science Learning Space
Quelle	In: Gender and Education, 32 (2020) 5, S.664-681 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dawson, Emily) ORCID (Godec, Spela) ORCID (DeWitt, Jennifer) ORCID (Nomikou, Effrosyni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2018.1557322
Schlagwörter	Females; Science Activities; Museums; Science Education; Student Behavior; Masculinity; Racial Differences; Ethnicity; Student Participation; Early Adolescents; Urban Schools; Foreign Countries; At Risk Students; Social Bias; Gender Bias; Femininity; United Kingdom (London) + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Museum; Museumswesen; Museen; Naturwissenschaftliche Bildung; Student behaviour; Schülerverhalten; Männlichkeit; Rassenunterschied; Ethnizität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausland; Geschlechterstereotyp; Femaleness; Weiblichkeit
Abstract	Science education has a seemingly intractable gender problem and remains largely the reserve of White, middle-class men and boys, especially in the physical sciences. In this paper, taking an intersectional approach to Butler's idea of identity as performance, we explore the affordances and limitations of a specific science learning space (a science museum) for girls. We discuss four types of performance, one based on 'good' behaviour, one combining masculinity and 'race'/ethnicity, one of silence and one based on being 'cool'. We focus on the experiences of 25 girls aged 12-13, from a mixture of ethnic backgrounds, from two inner-city, state-run, co-educational London schools, in the UK. We argue that the museum space put girls in a difficult position for both learning science "and" enacting the identities they were invested in. We conclude by reflecting on the implications for science learning spaces that disrupt rather than reproduce social inequalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01