Negotiating Science Identities with Gender, Race, and Perceptions of Expertise Across Settings

January 1st, 2013 | RESEARCH

This study focused on girls’ engagement with science and how they negotiate identities with and in opposition to science in a three-year study of community-based afterschool initiatives. Rahm conducted a multi-sited ethnography, observing girls’ whose families had recently immigrated to Montreal, Canada and were participating in a community organization creating science newsletters and science fair projects.


(no document provided)

Team Members

Molly Shea, Author, Exploratorium

Related URLs

Full Text


Access and Inclusion: Women and Girls
Audience: Educators | Teachers | Middle School Children (11-13) | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Education and learning science | General STEM | Social science and psychology
Resource Type: Research Brief | Research Products
Environment Type: Afterschool Programs | Public Programs