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Journal of Women and Minorities in Science and Engineering

Publication de 6  numéros par an

ISSN Imprimer: 1072-8325

ISSN En ligne: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

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"FAILING GIRLS": UNDERSTANDING CONNECTIONS AMONG IDENTITY NEGOTIATION, PERSONAL RELEVANCE, AND ENGAGEMENT IN SCIENCE LEARNING FROM UNDERACHIEVING GIRLS

Volume 11, Numéro 1, 2005, pp. 1-26
DOI: 10.1615/JWomenMinorScienEng.v11.i1.10
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RÉSUMÉ

Contemporary critiques of science education have noted that girls often fail to engage in science learning because the activities lack relevance for them, and they cannot "see themselves" in the work of science. Despite the empirical support for these claims, theory around the important connections between relevance, emerging self-identity, and engagement for girls remains underdeveloped. This qualitative, exploratory investigation examines engagement in science learning among five underachieving high school girls. Data sources include in-depth interviews, classroom observations, and teacher surveys. The girls were asked to describe engagement within three learning contexts: science class, a favorite class, and an extracurricular activity. From the girls' voices emerge three themes reflecting the centrality of self: "who I am," "who I am becoming," and "the importance of relationships." It is important that these themes of self and of identity negotiation are integrated with the ways these girls find learning personally relevant. One pattern of extracurricular engagement and two patterns of science engagement (integrated and situational) are described. This study attempts to expand the dialogue around the relationships between identity, relevance, and engagement among underachieving girls and suggests ways in which curriculum can be grounded in students' lives and developing identities.

CITÉ PAR
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  2. Wallace Carolyn S., Authoritarian science curriculum standards as barriers to teaching and learning: An interpretation of personal experience, Science Education, 96, 2, 2012. Crossref

  3. Thompson Jessica, Engaging Girls’ Sociohistorical Identities in Science, Journal of the Learning Sciences, 23, 3, 2014. Crossref

  4. Ro Hyun Kyoung, Knight David B., Gender Differences in Learning Outcomes from the College Experiences of Engineering Students, Journal of Engineering Education, 105, 3, 2016. Crossref

  5. Steinke Jocelyn, Adolescent Girls’ STEM Identity Formation and Media Images of STEM Professionals: Considering the Influence of Contextual Cues, Frontiers in Psychology, 8, 2017. Crossref

  6. Wieselmann Jeanna R., Roehrig Gillian H., Kim Justine N., Who succeeds in STEM? Elementary girls' attitudes and beliefs about self and STEM, School Science and Mathematics, 120, 5, 2020. Crossref

  7. Wade‐Jaimes Katherine, King Natalie S., Schwartz Reneé, “You could like science and not be a science person ”: Black girls' negotiation of space and identity in science , Science Education, 105, 5, 2021. Crossref

  8. Burke Lydia E. Carol‐Ann, Navas Iannini Ana Maria, Science engagement as insight into the science identity work nurtured in community‐based science clubs, Journal of Research in Science Teaching, 58, 9, 2021. Crossref

  9. Adjapong Edmund, Exploring Hip-Hop Pedagogy for the Advancement of Girls of Color in Science, Urban Education, 56, 6, 2021. Crossref

  10. EJHBE Publisher, https://www.ejhbe.com/notification-about-the-doi, European Journal of Health and Biology Education, 10, 1, 2021. Crossref

  11. Williams Spencer, Hsieh Gary, The Effects of User Comments on Science News Engagement, Proceedings of the ACM on Human-Computer Interaction, 5, CSCW1, 2021. Crossref

  12. Romine William, Mahajan Rutuja, Todd Amber, Measuring Science Teachers' Emotional Experiences with Evolution using Real World Scenarios, Eurasian Journal of Science and Environmental Education, 1, 1, 2021. Crossref

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