Informal STEM learning experiences (ISLEs), such as participating in science, computing, and engineering clubs and camps, have been associated with the development of youth’s science, technology, engineering, and mathematics interests and career aspirations. However, research on ISLEs predominantly focuses on institutional settings such as museums and science centers, which are often discursively inaccessible to youth who identify with minoritized demographic groups. Using latent class analysis, we identify five general profiles (i.e., classes) of childhood participation in ISLEs from data
DATE:
TEAM MEMBERS:
Remy DouHeidi CianZahra HazariPhilip SadlerGerhard Sonnert
An independent evaluator and a group of investigators from three AISL projects focused on public engagement with science (PES) collaborated on a paper about research-practice partnerships for PES. This two-page brief summarizes their key points.
Counterspaces in science, technology, engineering, and mathematics (STEM) are often considered “safe spaces” at the margins for groups outside the mainstream of STEM education. The prevailing culture and structural manifestations in STEM have traditionally privileged norms of success that favor competitive, individualistic, and solitary practices—norms associated with White male scientists. This privilege extends to structures that govern learning and mark progress in STEM education that have marginalized groups that do not reflect the gender, race, or ethnicity conventionally associated with
Community voice, alongside academic voice, is essential to the core community engagement principle of reciprocity—the seeking, recognizing, respecting, and incorporating the knowledge, perspectives, and resources that each partner brings to a collaboration. Increasing the extent to which academic conferences honor reciprocity with community members is important for many reasons. For example, community perspectives often enhance knowledge generation and potentially transform scholarship, practice, and outcomes for all stakeholders. However, community presence and participation at academic
This commentary aims to shed light on the neglected space of queer people in science communication. In this piece, we introduce queer theory to science communication literature to examine issues from the past, present, and future. We argue that to queer our field may entail a radical interrogation of some of science communication's deeply rooted cultural traits and working towards a rainbow-tinted future.
The field of ecology is poised to substantially contribute to the creation of a socially and environmentally equitable urban future. To realize this contribution, the field of ecology must create strategies that ensure inclusion of underrepresented minorities so that a broad array of experiences and ideas collectively address challenges inherent to a sustainable urban future. Despite efforts to recruit and retain underrepresented racial minorities (URM) in the sciences, graduation rates have only slightly increased over the last several decades. While research mentoring programs at the
This case study of the development of a cross-cultural museum exhibition illustrates value and difficulties of cross-cultural collaboration. University researchers worked with a class of postgraduate science communication students and designers from the Otago Museum to produce a museum exhibition. ‘Wai ora, Mauri ora’ (‘Healthy environments, Healthy people’) provided visibility and public access to information about Māori work. The exhibition assignment provided an authentic assessment of student work, with a professional output. Working on the exhibition involved cross-cultural communication
There are strong arguments for and against having either a dedicated funding scheme for science communication in the next European Framework Programme, or mainstreaming upstream engagement across all disciplines. How could both approaches be combined? The success of either will depend on its operationalisation.
This research investigates how eight undergraduate African American women in science, math, and engineering (SME) majors accessed cultural capital and informal science learning opportunities from preschool to college. It uses the multiple case study methodological approach and cultural capital as frameworks to better understand the participants’ opportunities to engage in informal science learning or free-choice learning. The article demonstrates that African American women have access to cultural capital and informal science learning inside and outside of home and school environments in P-16
Modern science communication has emerged as a field of study, a body of practice and a profession. In the last 60 years, we have seen the birth of interactive science centres, university courses, the first research into science communication, and a growth in employment by research institutions, universities, museums, science centres and industry. Now Ireland has told its story.
DATE:
TEAM MEMBERS:
Toss Gascoigne
resourceresearchProfessional Development, Conferences, and Networks
We present an assessment of the Engage program, a graduate-student-created and led training program at the University of Washington. Using a pre-course/post-course study design, we examined student ability to deliver a short presentation appropriate for a public audience. Based on both self-assessments and assessments by external reviewers, we show that Engage trainees had an increase in their ability to employ effective communication techniques.
DATE:
TEAM MEMBERS:
Melissa ClarksonJuliana HoughtonWilliam ChenJessica Rodhe
This essay discusses how gender-focused culture change initiatives developed for science (like Athena SWAN) might offer models for science communication. Such initiatives can seek to mobilise change amongst university departments and practices, but there are also potential pitfalls in such approaches. Using experiences in a department at UWE Bristol as a basis, the article will consider whether such schemes in science offer potential for science communication to reflect on its own gender imbalances.