"You Could Like Science and Not Be a Science Person": Black Girls' Negotiation of Space and Identity in Science

Autor/inn/en	Wade-Jaimes, Katherine; King, Natalie S.; Schwartz, Reneé
Titel	"You Could Like Science and Not Be a Science Person": Black Girls' Negotiation of Space and Identity in Science
Quelle	In: Science Education, 105 (2021) 5, S.855-879 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wade-Jaimes, Katherine) ORCID (King, Natalie S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21664
Schlagwörter	African American Students; Middle School Students; Grade 7; Females; Science Education; Science Activities; Clubs; Self Concept; Scientists; Scientific Attitudes; Science Interests; Hands on Science; After School Programs; Racial Bias + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 07; 7. Schuljahr; Schuljahr 07; Weibliches Geschlecht; Naturwissenschaftliche Bildung; Club; Klub; Selbstkonzept; Scientist; Wissenschaftler; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Racial discrimination; Rassismus
Abstract	Building on previous research that has described the underrepresentation of women of color in science fields, this paper presents case studies of Black middle school girls to examine how their science identities developed over space and time. Data were collected over the course of their seventh-grade year in both in school (science classroom) and out-of-school (afterschool club) contexts. The Multidimensionality of Black Girls' STEM Learning framework was used to explore the role of the afterschool club as a counterspace and how students made sense of science, science people, and their current and future selves based on their experiences in school and after school science contexts. All three participants struggled to see their future selves as scientists and made distinctions amongst being a "science person," a person who likes science, or a scientist. They also negotiated views of science as active and hands-on in the afterschool setting while experiencing more passive and decontextualized forms of science in the formal school setting. Implications include a need to disrupt the culture of science and reimagine formal science education by learning from out-of-school time science programs that function as counterspaces to support Black girls' science identity. We conclude that there remains a need to draw attention to and understand the role of race and racism in science education so that Black girls' science identities are affirmed beyond counterspaces. (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	2024/1/01