January 1st, 2013 | RESEARCH
The underrepresentation of nonâWhite students and girls in STEM fields is an ongoing problem that is well documented. In Kâ12 science education, girls, and especially nonâWhite girls, often do not identify with science regardless of test scores. In this study, we examine the narrated and embodied identitiesâinâpractice of nonâWhite, middle school girls who articulate future career goals in STEMârelated fields. For these girls who desire an STEMârelated career, we examine the relationships between their narrated and embodied identitiesâinâpractice. Drawing on interview and ethnographic data in both school and after school science contexts, we examine how STEMâcareer minded middle school girls articulate and negotiate a path for themselves through their narratives and actions. We present four types of relationships between girls' narrated and embodied identitiesâinâpractice, each with a representative case study: (1) partial overlaps, (2) significant overlaps, (3) contrasting, and (4) transformative. The implications of these relationships with regard to both hurdles and support structures that are needed to equip and empower girls in pursuit of their STEM trajectories are discussed.
Document
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Team Members
Edna Tan, Author, University of North Carolina, GreensboroAngela Calabrese Barton, Author, Michigan State University
Hosun Kang, Author, University of California, Irvine
Tara O'Neill, Author, University of Hawaii, Manoa
Citation
Publication: Journal of Research in Science Teaching
Volume: 50
Number: 10
Page(s): 1143
Related URLs
Tags
Access and Inclusion: Women and Girls
Audience: Educators | Teachers | Evaluators | Middle School Children (11-13) | Museum | ISE Professionals
Discipline: Education and learning science | General STEM
Resource Type: Peer-reviewed article | Research Products
Environment Type: Afterschool Programs | Informal | Formal Connections | K-12 Programs | Public Programs