Young women of color figuring science and identity within and beyond an afterschool science program

IF 3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of the Learning Sciences Pub Date : 2021-09-29 DOI:10.1080/10508406.2021.1977646

Jrène Rahm, Allison J. Gonsalves, Audrey Lachaîne

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引用次数: 10

Abstract

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.

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有色人种的年轻女性在课外科学项目内外研究科学和身份

背景:为了通过个人历史和当地有争议的实践来关注有色人种女孩在科学领域的社会生产，我们提出了一种关系性和非代表性的STEM途径阅读。我们借用旅行、结、网的概念镜头，来强调在运动中塑造科学和成为一个科学人的无限方式。我们把这理解为一个终身的具体过程，交织在一起，以交织和情感为标志。方法通过视频记录、实地记录、人工制品、访谈和焦点小组，从参与课后项目的有色人种年轻女性中收集，并随着时间的推移(2009-2016)，我们研究了在科学中塑造科学和身份的时刻。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络，以及有色人种年轻女性之间超越课后项目和时间的深层尊严关系。本文通过对徒步旅行的关注，对STEM教育的线性、单向和代表性管道模型进行了批判。为此，我们呼吁重新构建非正式的科学学习经验，将其作为科学生活和学习网络的重要组成部分。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of the Learning Sciences Multiple-

CiteScore

10.70

自引率

5.30%

发文量

期刊介绍： Journal of the Learning Sciences (JLS) is one of the two official journals of the International Society of the Learning Sciences ( www.isls.org). JLS provides a multidisciplinary forum for research on education and learning that informs theories of how people learn and the design of learning environments. It publishes research that elucidates processes of learning, and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts. JLS articles draw on theoretical frameworks from such diverse fields as cognitive science, sociocultural theory, educational psychology, computer science, and anthropology. Submissions are not limited to any particular research method, but must be based on rigorous analyses that present new insights into how people learn and/or how learning can be supported and enhanced. Successful submissions should position their argument within extant literature in the learning sciences. They should reflect the core practices and foci that have defined the learning sciences as a field: privileging design in methodology and pedagogy; emphasizing interdisciplinarity and methodological innovation; grounding research in real-world contexts; answering questions about learning process and mechanism, alongside outcomes; pursuing technological and pedagogical innovation; and maintaining a strong connection between research and practice.