Creating Hybrid Spaces for Engaging School Science among Urban Middle School Girls

Autor/inn/en	Barton, Angela Calabrese; Tan, Edna; Rivet, Ann
Titel	Creating Hybrid Spaces for Engaging School Science among Urban Middle School Girls
Quelle	In: American Educational Research Journal, 45 (2008) 1, S.68-103 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831207308641
Schlagwörter	Females; Sex Fairness; Science Education; Middle School Students; Gender Issues; Student Participation; Student Motivation; Urban Schools; Identification (Psychology); Equal Education + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Sexualaufklärung; Naturwissenschaftliche Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Geschlechterfrage; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulische Motivation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The middle grades are a crucial time for girls in making decisions about how or if they want to follow science trajectories. In this article, the authors report on how urban middle school girls enact meaningful strategies of engagement in science class in their efforts to merge their social worlds with the worlds of school science and on the unsanctioned resources and identities they take up to do so. The authors argue that such merging science practices are generative both in terms of how they develop over time and in how they impact the science learning community of practice. They discuss the implications these findings have for current policy and practice surrounding gender equity in science education. (Contains 2 tables and 1 note.) (Author).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10