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“You could like science and not be a science person”: Black girls' negotiation of space and identity in science
Science Education ( IF 6.000 ) Pub Date : 2021-06-01 , DOI: 10.1002/sce.21664
Katherine Wade‐Jaimes 1 , Natalie S. King 2 , Reneé Schwartz 2
Affiliation  

Building on previous research that has described the underrepresentation of women of color in science fields, this paper presents case studies of Black middle school girls to examine how their science identities developed over space and time. Data were collected over the course of their seventh-grade year in both in school (science classroom) and out-of-school (afterschool club) contexts. The Multidimensionality of Black Girls' STEM Learning framework was used to explore the role of the afterschool club as a counterspace and how students made sense of science, science people, and their current and future selves based on their experiences in school and after school science contexts. All three participants struggled to see their future selves as scientists and made distinctions amongst being a science person, a person who likes science, or a scientist. They also negotiated views of science as active and hands-on in the afterschool setting while experiencing more passive and decontextualized forms of science in the formal school setting. Implications include a need to disrupt the culture of science and reimagine formal science education by learning from out-of-school time science programs that function as counterspaces to support Black girls' science identity. We conclude that there remains a need to draw attention to and understand the role of race and racism in science education so that Black girls' science identities are affirmed beyond counterspaces.

中文翻译:

“你可以喜欢科学而不是科学人”:黑人女孩在科学中的空间和身份谈判

在先前描述有色人种女性在科学领域代表性不足的研究的基础上,本文介绍了黑人中学生的案例研究,以研究她们的科学身份是如何随着空间和时间发展的。数据是在他们七年级期间在学校(科学课堂)和校外(课后俱乐部)环境中收集的。黑人女孩 STEM 学习框架的多维性被用来探索课后俱乐部作为反空间的作用,以及学生如何根据他们在学校和课后科学环境中的经历来理解科学、科学人以及他们现在和未来的自我. 所有三位参与者都努力看待自己作为科学家的未来,并在成为科学人之间做出了区分,一个喜欢科学的人,或者一个科学家。他们还在课后环境中讨论了科学的积极性和实践性,同时在正规学校环境中体验了更被动和脱离​​背景的科学形式。影响包括需要通过从校外时间科学计划中学习来破坏科学文化和重新构想正规科学教育,这些计划充当支持黑人女孩科学身份的反空间。我们得出的结论是,仍然需要引起人们对种族和种族主义在科学教育中的作用的关注和理解,以便黑人女孩的科学身份得到超越空间的肯定。
更新日期:2021-08-03
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