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resource research Public Programs

Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs

Supporting more equitable participation in science, technology, engineering, and mathematics (STEM) remains a key, persistent educational challenge. This paper employs a sociological Bourdieusian lens to explore how equitable youth outcomes might be supported through informal science learning (ISL). Drawing on multimodal, ethnographic data from four case study youth aged 11–14 from two ISL programs, we identify four areas of practice that were enacted to a greater or lesser extent in the programs in support of equitable youth outcomes. We identify how the equitable potential of these practices
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TEAM MEMBERS: Louise Archer Spela Godec Angela Calabrese Barton emily dawson Ada Mau Uma Patel
resource research Media and Technology

2021 Poster - SciGirls in the National Parks

This poster was presented at the 2021 National Science Foundation (NSF) Advancing Informal STEM Learning (AISL) Awardee Meeting. The project’s goal is to create media-rich citizen science experiences for girls, particularly girls of color and/or from rural areas, which broaden their STEM participation, build positive STEM identity and increase understanding of scientific concepts, while leveraging the citizen science endeavors occurring at 16 diverse National Parks.
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TEAM MEMBERS: Rita Karl Karen Peterson Rick Bonney Tina Phillips Claire Hebbard Carrie Liston Sara Greller
resource research Media and Technology

Equity in informal science learning: a practice-research brief

This briefing paper reports findings from the Youth Access & Equity in Informal Science Learning (ISL) project, a UK-US researcher-practitioner partnership funded by the Science Learning+ scheme. Our project focuses on young people aged 11-14 primarily from under-served and non-dominant communities and includes researchers and practitioners from a range of ISL settings: designed spaces (e.g. museums, zoos), community-based (e.g. after school clubs) and everyday science spaces (e.g. science media).
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TEAM MEMBERS: emily dawson Amy Seakins Louise Archer Angela Calabrese Barton Lynn Dierking
resource research Public Programs

Learning Environments at the Margin: Case Studies of Disenfranchised Youth Doing Science in an Aquarium and an After-School Program

In this article, we explore how two informal educational contexts—an aquarium and an after-school science program—enabled disenfranchised learners to adopt an identity as insiders to the world of science. We tell the stories of four youth, relating what doing science meant to them and how they positioned themselves in relation to science. We contribute to the extensive literature on the value of learning beyond the school walls, yet focus on ethnically and linguistically diverse youth from low-income backgrounds who have often been excluded from such settings. We suggest that such out-of
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TEAM MEMBERS: Jrene Rahm Doris Ash