Creating hybrid spaces for engaging school science among urban middle school girls

January 1st, 2008 | RESEARCH

The middle grades are a crucial time for girls in making decisions about how or if they want to follow science trajectories. In this article, the authors report on how urban middle schoolgirls enact meaningful strategies of engagement in science class in their efforts to merge their social worlds with the worlds of school science and on the unsanctioned resources and identities they take up to do so. The authors argue that such merging science practices are generative both in terms of how they develop over time and in how they impact the science learning community of practice. They discuss the implications these findings have for current policy and practice surrounding gender equity in science education.


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Team Members

Edna Tan, Author, University of North Carolina, Greensboro
Angela Calabrese Barton, Author, Michigan State University
Ann Rivet, Author, Columbia University


Publication: American Educational Research Journal
Volume: 45
Number: 1
Page(s): 68

Related URLs

Full Text


Access and Inclusion: Urban | Women and Girls
Audience: Educators | Teachers | Middle School Children (11-13) | Museum | ISE Professionals
Discipline: Education and learning science | General STEM
Resource Type: Peer-reviewed article | Research Products
Environment Type: Informal | Formal Connections | K-12 Programs