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"It Is What It Is": Using Storied-Identity and Intersectionality Lenses to Understand the Trajectory of a Young Black Woman's Science and Math Identities
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Ibourk, Amal; Hughes, Roxanne; Mathis, Clausell – Journal of Research in Science Teaching, 2022
Science, technology, engineering, and mathematics (STEM) identity has become a popular lens in science education research. However, few studies have looked at how using the interpersonal, structural, cultural, and disciplinary domains of power sheds light on how women of color differently navigate the various cultures of formal and informal…
Descriptors: Identification (Psychology), Self Concept, Science Education, Mathematics Education
Embodying Science: A Feminist Perspective on Learning.
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Brickhouse, Nancy W. – Journal of Research in Science Teaching, 2001
Points out the contributions of women to science education and their impact on the understanding of science teaching, curriculum, evaluation, and teacher education. Discusses the role of gender identity in shaping science learning. (Contains 54 references.) (YDS)
Descriptors: Educational Environment, Elementary Secondary Education, Epistemology, Feminism
Using Situated Cognition Theory in Researching Student Experience of the Workplace
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Case, Jennifer; Jawitz, Jeff – Journal of Research in Science Teaching, 2004
It has been proposed that situated cognition theory, in which learning is conceptualized as induction into a community of practice through the activity of legitimate peripheral participation, offers an appropriate theoretical perspective for examining issues of gender in science education. This study critically engages with this proposal by means…
Descriptors: Student Experience, Focus Groups, Chemical Engineering, Gender Issues