'STEM Girls Should Be': A Discourse Analysis of School Structures and Their Impact on African American, Middle School Girls' Positioning in Science

Autor/in	Wade-Jaimes, Katherine
Titel	'STEM Girls Should Be': A Discourse Analysis of School Structures and Their Impact on African American, Middle School Girls' Positioning in Science
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 42 (2021) 6, S.828-839 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wade-Jaimes, Katherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2020.1742094
Schlagwörter	STEM Education; African American Students; Females; Single Sex Schools; Discourse Analysis; Middle School Students; Visual Aids; Student Attitudes; Science Instruction; Alienation; Academic Achievement; Self Concept; Ideology + Suchen Sie Ihr Suchwort? STEM; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Diskursanalyse; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Anschauungsmaterial; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Entfremdung; Schulleistung; Selbstkonzept; Ideologie
Abstract	This paper explores school structure in an all-girls, predominantly African American middle class school to examine the ways in which discourses of education, race, gender, and science work to position middle school, African American girls as outside of science. Using discourse analysis, two prominent school signs are presented, a bulletin board and a classroom sign, and examined alongside excerpts from student interviews. The results indicate that being a 'Nice Girl' is a prerequisite for being a 'Good Student' and is synonymous with being a 'STEM Girl', potentially alienating students from viewing themselves, or wishing to be viewed by others, as a science person. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01