Creating hybrid spaces for engaging school science among urban middle school girls

Date: 
Tuesday, January 1, 2008
Resource Type:
Peer-reviewed article | Research Products
Environment Type: 
Informal/Formal Connections, K-12 Programs
Audience: 
Middle School Children (11-13) | Educators/Teachers | Museum/ISE Professionals
Discipline: 
Education and learning science | General STEM
Access and Inclusion: 
Women and Girls
Urban
Organization:
University of North Carolina, Greensboro, Michigan State University, Columbia University
Description: 

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 schoolgirls 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.

Publication Name: 
American Educational Research Journal
Volume: 
45
Number: 
1
Page Number: 
68
Document:

Team Members

Edna TanEdna TanAuthor
Ann RivetAnn RivetAuthor

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