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Date: 11/12/2018
Resource Category!: Peer-reviewed article
We explored the potential of science to facilitate social inclusion with teenagers who had interrupted their studies before the terms set for compulsory education. The project was carried out from 2014 to 2018 within SISSA (International School for Advanced Studies), a scientific and higher education institution in physics, mathematics and ... »
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Date: 11/15/2020
Resource Category!: Peer-reviewed article
In order for children to identify with STEM fields, it is essential that they feel there is a place within STEM for individuals “like them.” Unfortunately, this identification is difficult for Hispanic/Latine youths because of lack of representation and even stereotyping that is widespread in educational institutions in the United States. Some ... »
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Date: 03/01/2013
Resource Category!: Peer-reviewed article
This article focuses on three approaches to STEM in out-of-school time that would be instructive for any organization seeking to develop STEM opportunities for teen girls. While Techbridge and Queens Community House focused on reaching populations most underrepresented in STEM—girls of color and those from immigrant and low-income families—the ... »
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Date: 03/15/2017
Resource Category!: Peer-reviewed article
In this article, we investigate how the national imperative to increase opportunities for young women of color in science, technology, engineering, and mathematics (STEM) and to broaden their participation was taken up locally at two high schools in one school district. Using ethnographic and longitudinal data, we focus on four young women of ... »
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Date: 03/01/2014
Resource Category!: Peer-reviewed article
Few studies focus on afterschool interventions for Asian-American young people. This article presents research documenting effects of afterschool participation on high school students from Hmong communities with implications for policy and practice. ... »
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Date: 06/01/2016
Resource Category!: Peer-reviewed article
In this essay, Shirin Vossoughi, Paula Hooper, and Meg Escude advance a critique of branded, culturally normative definitions of making and caution against their uncritical adoption into the educational sphere. The authors argue that the ways making and equity are conceptualized can either restrict or expand the possibility that the growing maker ... »
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Date: 03/01/2005
Resource Category!: Peer-reviewed article
This longitudinal research used a sociocultural perspective to examine planning competence in the everyday experiences of European American and Latino children from 7 to 9 years of age. Data on children's participation in planning their activities outside of school, parental expectations about children's planning competence, and children's ... »
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Date: 01/02/2019
Resource Category!: Peer-reviewed article
Youth from non-dominant racial and linguistic backgrounds often have limited access to school science learning opportunities. Afterschool settings may provide learning environments in which they improve science knowledge and construct positive science identities. With this premise, our research team designs and provides a community-based ... »
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Date: 03/01/2005
Resource Category!: Peer-reviewed article
This study investigated the ways in which the Science Mentoring Project, an afterschool program with a youth development focus and mentoring component, helped fifth-grade participants develop key competencies in five areas: personal, social, cognitive, creative, and civic competencies. Development of these competencies, in turn, positively ... »
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Date: 04/01/2007
Resource Category!: Peer-reviewed article
In this article I critically examine the historical context of science education in a natural history museum and its relevance to using museum resources to teach science today. I begin with a discussion of the historical display of race and its relevance to my practice of using the Museum’s resources to teach science. I continue with a critical ... »
Date: 11/12/2018Resource Category!: Peer-reviewed articleWe explored the potential of science to facilitate social inclusion with teenagers who had interrupted their studies before the terms set for compulsory education. The project was carried out from 2014 to 2018 within SISSA (International School for Advanced Studies), a scientific and higher education institution in physics, mathematics and ... »