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
Over the last ten years, out-of-school-time (OST) science programs have multiplied to increase young people’s exposure to science. However, there are still not enough opportunities for long-term engagement, which is essential to move youth from having interest in science to having the skills, knowledge, and self-efficacy to pursue careers in science. This article describes findings from exploratory research conducted to document the experiences of a small group of young women of color who participated in a museum-based OST program during their middle and high school years.
Calabrese Barton and colleagues examine the beliefs and science practices of two students in a two-year study across settings. The study seeks to answer the question, “What do girls from non-dominant populations do to author themselves into or out of science, in spite of – or because of – their grades?” The study also examines how structures such as teacher support, community organizations, and school tracking systems promote or hinder opportunities for these students to author identities in science.
This study sought to understand what motivates students at the high school and early college level to choose physics. It explored students’ expectations of their study of physics and their priorities for future careers. The researchers intended to contribute strategies to increase the number of females who complete university physics degrees. They also hoped to show that a wider range of perspectives needs to be represented among physics practitioners.
This paper by Mujtaba and Reiss explores tendencies in girls’ and boys’ motivations, attitudes, and perceptions toward studying physics after age 16. Findings suggest that girls who want to continue studying physics understand the material and social benefits it affords. They are also more competitive than other students. However, in general, they have less confidence in their abilities than boys.
This paper explores how science-aspiring girls balance their aspirations and achievement with societal expectations of femininity. In-depth interviews revealed two models that the girls tended to follow, termed feminine scientist or bluestocking scientist, and the precarious nature of both of these identities. Archer et al. suggest ways that practitioners can better support girls in their balancing acts.
This article presents strategies youth development programs can use to fortify relationships and foster identity development as a way to help bolster the academic performance of girls of color.
Women continue to hold less than a quarter of all STEM jobs in the United States, prompting many museums to develop programs and exhibits with the express goal of interesting young girls in scientific fields. At the same time, a number of recent museum exhibits have harnessed the popularity of pop culture and science fiction in order to interest general audiences in STEM subject matter, as well as using the exhibits as springboards to expand or shift mission goals and focus. Because science fiction appears to be successful at raising interest in STEM fields, it may be an effective way to