ABSTRACT

Background

To attend to the social production of girls of color in science through the lens of history in person and local contentious practice, we propose a relational and nonrepresentational reading of STEM pathways. We invoke the conceptual lenses of wayfaring, knots, and meshwork to highlight the infinite ways of figuring science and becoming a science person in movement. We understand this as a life-long embodied process, entangled and marked by intersectionality and emotions.

Methods

Drawing on video recordings, fieldnotes, artifacts, interviews, and focus groups, collected from young women of color participating in an after-school program and over time (2009–2016), we examine moments of figuring science and identity in science.

Findings

Our analysis depicts identity work as a meshwork of trails emerging in the flow of the program activities and from deep relations of dignity among the young women of color extending beyond the afterschool program and through time.

Contributions

This paper offers a critique of the linear, unidirectional, and representational pipeline model of STEM education through a focus on wayfaring. In doing so, we call for a reframing of informal science learning experiences as contributing in important ways to a meshwork of lives and learning in science.

中文翻译：

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有色人种的年轻女性在课后科学项目内外了解科学和身份

摘要

背景

为了通过个人历史和当地有争议的实践来关注科学中有色女孩的社会生产，我们建议对 STEM 途径进行关系性和非代表性的阅读。我们援引旅行、结和网状结构的概念镜头来突出理解科学和成为运动中的科学人的无限方式。我们将其理解为一个终生体现的过程，它被交叉性和情感所纠缠和标记。

方法

我们利用从参加课后计划的有色人种年轻女性以及随着时间的推移（2009-2016 年）收集的视频记录、实地记录、文物、访谈和焦点小组，研究在科学中理解科学和身份的时刻。

发现

我们的分析将身份工作描述为项目活动流程中出现的轨迹网，以及来自有色人种年轻女性之间深厚的尊严关系，这些关系延伸到课外项目之外，并随着时间的推移而延伸。

贡献

本文通过关注路径，对 STEM 教育的线性、单向和代表性管道模型进行了批判。在这样做的过程中，我们呼吁重新构建非正式的科学学习经验，以重要的方式为科学生活和学习的网络做出贡献。