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Godec, Spela; Patel, Uma; Archer, Louise; Dawson, Emily – International Journal of STEM Education, 2020
Background: Identity provides a useful conceptual lens for understanding educational inequalities in science, technology, engineering and mathematics (STEM). In this paper, we examine how paying attention to physical and digital 'materiality' enriches our understanding of identity work, by going beyond the spoken, written and embodied dimensions…
Descriptors: Self Concept, STEM Education, Ethnography, Early Adolescents
Archer, Louise; Calabrese Barton, Angela M.; Dawson, Emily; Godec, Spela; Mau, Ada; Patel, Uma – Cultural Studies of Science Education, 2022
While there are many different frameworks seeking to identify what benefits young people might derive from participation in informal STEM (Science, Technology, Engineering and Mathematics) learning (ISL), this paper argues that the sector would benefit from an approach that foregrounds equity and social justice outcomes. We propose a new model for…
Descriptors: Models, STEM Education, Equal Education, Social Justice
Archer, Louise; Godec, Spela; Calabrese Barton, Angela; Dawson, Emily; Mau, Ada; Patel, Uma – Science Education, 2021
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…
Descriptors: Equal Education, STEM Education, Informal Education, Science Education