"All That Glitters Is Not Gold": Confronting Race-Neutral Perspectives on Diversity and Equity across STEM Curricula

Autor/in	Burgess, Terrance
Titel	"All That Glitters Is Not Gold": Confronting Race-Neutral Perspectives on Diversity and Equity across STEM Curricula
Quelle	In: Cultural Studies of Science Education, 17 (2022) 3, S.983-990 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burgess, Terrance)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-022-10117-4
Schlagwörter	Racism; Diversity; STEM Education; Equal Education; Informal Education; Power Structure; Social Influences; Science Curriculum; Race + Suchen Sie Ihr Suchwort? Rassismus; STEM; Informelle Bildung; Nichtformale Bildung; Sozialer Einfluss; Rasse; Abstammung
Abstract	In her critical analysis of a popular children's television show which centers the experiences of a Black girl veterinarian, Sheron Mark finds that although the positioning of these identities illustrates progress vis-à-vis representation, diversity through representation further upholds whiteness. Consequently, to meaningfully engage tenets of diversity and equity in STEM formal and informal learning spaces, the sociocultural contextual factors that account for the systems of power which shape broader ideological perspectives of STEM must be acknowledged. As she calls for such a reckoning within informal and formal STEM spaces, this forum contributes to Mark's argument by illustrating how the term "equity" is operationalized within current science reform-aligned curricula. Throughout the forum, I provide parallel examples of how such standards which implicate equity function much like diversity, thus maintaining whiteness. Returning to Mark's charge, this forum concludes with an actionable vision for STEM learning that is truly accommodating of diverse epistemologies and identities in the pursuit of a more equitable STEM experience for youth of color. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01