Changing the Field: A Bourdieusian Analysis of Educational Practices That Support Equitable Outcomes among Minoritized Youth on Two Informal Science Learning Programs

Autor/inn/en	Archer, Louise; Godec, Spela; Calabrese Barton, Angela; Dawson, Emily; Mau, Ada; Patel, Uma
Titel	Changing the Field: A Bourdieusian Analysis of Educational Practices That Support Equitable Outcomes among Minoritized Youth on Two Informal Science Learning Programs
Quelle	In: Science Education, 105 (2021) 1, S.166-203 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Archer, Louise) ORCID (Godec, Spela) ORCID (Calabrese Barton, Angela) ORCID (Dawson, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21602
Schlagwörter	Equal Education; STEM Education; Informal Education; Science Education; Secondary School Students; Outcomes of Education; Power Structure; Affordances + Suchen Sie Ihr Suchwort? STEM; Informelle Bildung; Nichtformale Bildung; Naturwissenschaftliche Bildung; Sekundarschüler; Lernleistung; Schulerfolg
Abstract	Supporting more equitable participation in science, technology, engineering, and mathematics (STEM) remains a key, persistent educational challenge. This paper employs a sociological Bourdieusian lens to explore how equitable youth outcomes might be supported through informal science learning (ISL). Drawing on multimodal, ethnographic data from four case study youth aged 11-14 from two ISL programs, we identify four areas of practice that were enacted to a greater or lesser extent in the programs in support of equitable youth outcomes. We identify how the equitable potential of these practices was realized through a disruption of dominant power relations. It is argued that ISL should focus on changing the field, rather than young people. Affordances and limitations of the Bourdieusian lens are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01