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…

The push for STEM has raised the visibility of engineering as a discipline that all students should learn. With the release of the "Framework for K-12 Science Education" and the Next Generation Science Standards (NGSS), engineering now has an official place in the science curriculum. In both the "Framework" and the NGSS,…

The study of the identity processes of women of color in science-based fields helps us (a) find ways to support similar women, and (b) study the dynamics of inequity, within and beyond science. Participants in this study (a Black woman, a Latina, and an American Indian woman) survived inadequate high schools and discouraging college science…

One dominant approach to reforming science education implements collaborative approaches to learning. Feminist pedagogy is concerned with transforming both how students learn science and the science curriculum that students are expected to learn. Collaborative approaches serve to reproduce the dominant discourse of existing science systems.…

Demonstrates, for a nonscience feminist educator, ways in which science and science education can be arenas for liberatory pedagogical practices where socioeconomic power relations can be challenged. The evolution and practice of scientific knowledge itself operates to exploit and oppress people everywhere in the name of a dominant class. (PVD)

Challenges ways in which a positivist view of science has led to hegemonic discourse on writing to learn science and highlights contradictions in this discourse. Argues for pedagogy that draws on critical, feminist, and hegemonic pedagogies and incorporates affective, creative, critical, cognitive, and diverse language practices set within…

The article to which this essay responds advises risky practices that trouble traditional distinctions between science and not-science (things not scientific in nature), particularly its argument to politicize science as a way to organize teaching. Raises questions about science as a regime of truth in a place where such questions carry much…