Literaturnachweis - Detailanzeige
| Autor/inn/en | Carsten Conner, Laura D.; Oxtoby, Laura E.; Perin, Suzanne M. |
|---|---|
| Titel | Power and Positionality Shape Identity Work during a Science Research Apprenticeship for Girls |
| Quelle | In: International Journal of Science Education, 43 (2021) 11, S.1880-1893 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Carsten Conner, Laura D.) ORCID (Perin, Suzanne M.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| DOI | 10.1080/09500693.2021.1940348 |
| Schlagwörter | Scientific Research; Females; Apprenticeships; Power Structure; Identification (Psychology); Mentors; Scientists; Sex Stereotypes; STEM Education; Gender Bias; Communities of Practice; Summer Programs; High School Students; College School Cooperation; Alaska |
| Abstract | The research apprenticeship is a situated form of learning that can be effective in connecting learners to science. It is commonly assumed that this pathway is characterised by power transitions from those positioned as experts to those positioned as novices, yet power and positionality during a research apprenticeship have rarely been explicitly investigated. Using a qualitative approach, we explored this area in the context of a summer research apprenticeship for girls, involving primarily female scientist mentors. We found that scientist mentors positioned, and were positioned by, learners in three different ways, and that these positionalities were associated with different kinds of identity work among learners. Given stereotypical societal views of science that can be at odds with gendered identities, these patterns may be particularly consequential for girls. We discuss implications for teacher professional development, as well as future research directions. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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