Supporting more equitable participation in science, technology, engineering, and mathematics (STEM) remains a key, persistent educational challenge. This paper employs a sociological Bourdieusian lens to explore how equitable youth outcomes might be supported through informal science learning (ISL). Drawing on multimodal, ethnographic data from four case study youth aged 11–14 from two ISL programs, we identify four areas of practice that were enacted to a greater or lesser extent in the programs in support of equitable youth outcomes. We identify how the equitable potential of these practices was realized through a disruption of dominant power relations. It is argued that ISL should focus on changing the field, rather than young people. Affordances and limitations of the Bourdieusian lens are discussed.

中文翻译：

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改变领域：对支持少数族裔青年在两个非正式科学学习计划中取得公平结果的教育实践的布迪厄分析

支持更公平地参与科学、技术、工程和数学 (STEM) 仍然是一项关键的、持续的教育挑战。本文采用社会学布迪厄斯的视角来探讨如何通过非正式科学学习 (ISL) 支持公平的青年成果。利用来自两个 ISL 项目的四个 11-14 岁案例研究青年的多模式人种学数据，我们确定了四个实践领域，这些实践领域或多或少地在项目中制定，以支持公平的青年成果。我们确定了这些做法的公平潜力是如何通过破坏支配性权力关系来实现的。有人认为，ISL 应该专注于改变领域，而不是年轻人。讨论了布迪厄透镜的可供性和局限性。