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Girls’ science identity development in and out of school

January 1, 2013 | Public Programs, Informal/Formal Connections
This article examines middle school girls’ participation in school-day science classes and out-of-school time science clubs to understand the girls’ identification with and relationship to science. Looking at the girls’ science experiences across settings, researchers compared how the identities developed from these experiences supported or worked against the girls’ future trajectories in STEM.

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  • 2013 06 25 1edf204  1
    Author
    Afterschool Alliance
  • Citation

    Resource Type: Research Brief
    Discipline: Education and learning science | General STEM
    Audience: Middle School Children (11-13) | Educators/Teachers | Museum/ISE Professionals
    Environment Type: Public Programs | Afterschool Programs | Informal/Formal Connections | K-12 Programs
    Access and Inclusion: Women and Girls

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