|Assessing Equity Beyond Knowledge- and Skills-based Outcomes: A Comparative Ethnography of Two Fourth-grade Reform-based Science Classrooms
||When evaluating equity, researchers often look at the “achievement gap.” Privileging knowledge and skills as primary outcomes of science education misses other, more subtle, but critical, outcomes indexing inequitable science education. In this compa...
|Authoring identity amidst the treacherous terrain of science: A multiracial feminist examination of the journeys of three women of color in science
||The study of the identity processes of women of color in science-based fields helps us (a) find ways to support similar women, and (b) study the dynamics of inequity, within and beyond science. Participants in this study (a Black woman, a Latina, and...
|Becoming (less) scientific: A longitudinal study of students' identity work from elementary to middle school science
||Students' declining science interest in middle school is often attributed to psychological factors like shifts of motivational values, decrease in self-efficacy, or doubts about the utility of schooling in general. This paper adds to accounts of the ...
|Boundary Spanners as Bridges of Student and School Discourses in an Urban Science and Mathematics High School
||A key to improving urban science and mathematics education is to facilitate the mutual understanding of the participants involved and then look for strategies to bridge differences. Educators need new theoretical tools to do so. In this paper the arg...
|The Cultural Production of Science in Reform-based Physics: Girls’ Access, Participation, and Resistance
||Recent literature in science education suggests that, to transform girls‘ participation, learning, and identities within school science, we must think about ways to engage girls in different kinds of educational activities that promote broader meanin...
|Culture and science education in the 21st century: Extending and making the cultural box more inclusive
||We are pleased to introduce the Special Issue, Culture and Science Education in the 21st Century. In the past 20 years, the concept of culture has become more prominent and relevant in science education. The culture of science, culture of school scie...
|Ethnographies of science education: situated practices of science learning for social/political transformation
||This article is an introductory essay to the Ethnography and Education special issue Ethnographies of science education: situated practices of science learning for social/political transformation.
|Habitus, Social Fields, and Circuits in Rural Science Education
||Schooling and science education are embedded within larger socio-cultural, political and economic contexts, influenced by global flows of capital, labor, ideas, and images. In this article we consider the ways in which ethnography traces the web of i...
|Innovative Science Within and Against a Culture of ‘‘Achievement’’
||As science educators struggle to reform science education, we need a better understanding of the conundrums associated with the ways educators enact innovative science within and against the “academic,” “rigorous,” and “elite” sociohistorical constru...
|On negotiating White science: a call for cultural relevance and critical reflexivity
||This article is a response to Randy Yerrick and Joseph Johnson’s article “Negotiating White Science in Rural Black America: A Case for Navigating the Landscape of Teacher Knowledge Domains”. They write about research conducted by Yerrick in which vid...
|On (Not) Overcoming Our History of Hierarchy: Complexities of University/School Collaboration
||Science educators have recently begun to enact and study new, collaborative forms of professional development. Yet, few recognize that doing so requires contesting historical meanings of ?university–school collaboration? and ?professional development...
|Review of Science Education for Everyday Life: Evidence-Based Practice, by Glen S. Aikenhead. Teachers College Press, New York, NY, USA, 2006. vi + 186 pp. ISBN 0-8077-4634-7.
||What is the purpose of science education? What counts as legitimate science education? In the beginning of his book, Science Education for Everyday Life: Evidence-Based Practice, Glen Aikenhead hits readers with these critical philosophical questions...
|A Rural Math, Science, and Technology Elementary School Tangled up in Global Networks of Practice
||This is an ethnographic study of a newly created math, science, and technology elementary magnet school in a rural community fiercely committed to cultural preservation while facing unprecedented economic instability brought on by massive loss of man...
|Science Education and the Commonplaces of Science
||In this paper, we describe science as a set of “commonplaces,” similar to Schwab's commonplaces of teaching, for framing the nature of science and science education (Schwab, J. J. . Science Curriculum, and Liberal Education. Chicago: University...
|Tempered radicals: elementary teachers’ narratives of teaching science within and against prevailing meanings of schooling
||Science educators and researchers have bemoaned the lack of reform-based science in elementary schools and focused on teachers’ difficulties (i.e., lack of knowledge, interest, experience) in enacting quality science pedagogy. We present compelling e...
|Understanding the Science Experiences of Successful Women of Color: Science Identity as an Analytic Lens
||In this study, we develop a model of science identity to make sense of the science experiences of 15 successful women of color over the course of their undergraduate and graduate studies in science and into science-related careers. In our view, scien...
|Unpacking ‘Culture’ in Cultural Studies of Science Education: Cultural Difference Versus Cultural Production
||In this article, we explore three anthropological approaches to science education research: funds of knowledge, third space/hybridity and practice theory. Definitions, historical origins, uses and constraints of each approach are included along with ...
|‘Unthinkable’ selves: Identity boundary work in a summer field ecology enrichment program for diverse youth.
||The historical under-representation of diverse youth in environmental science education is inextricably connected to access and identity-related issues. Many diverse youth with limited previous experience to the outdoors as a source for learning and/...