Informal Science Learning Experiences for Gender Equity, Inclusion and Belonging in STEM through a Feminist Intersectional Lens
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| Title: | Informal Science Learning Experiences for Gender Equity, Inclusion and Belonging in STEM through a Feminist Intersectional Lens |
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| Language: | English |
| Authors: | Reznik, Gabriela (ORCID |
| Source: | Cultural Studies of Science Education. Sep 2023 18(3):959-984. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Inclusion, Gender Differences, STEM Education, Intersectionality, Family Relationship, Student Attitudes, Student Motivation, Females, Sex Fairness, Feminism, Equal Education, Low Income Students, Student Interests, Self Concept, Career Choice, Self Esteem, Active Learning, Race, Social Class, Sex Role, Disadvantaged |
| Geographic Terms: | Brazil |
| DOI: | 10.1007/s11422-023-10149-4 |
| ISSN: | 1871-1502 1871-1510 |
| Abstract: | In this paper, the authors seek to analyze the perceptions, motivations and experiences of young women in science, technology, engineering and mathematics (STEM) education projects aiming to incentivize gender equity, based on the theoretical framework of feminist studies on science and intersectionality, as well as academic literature on equity and inclusion in science communication. The following question was considered: How does experience in these projects influence young women's perceptions of belonging in the STEM fields? Working from a qualitative, content analysis approach, the authors conducted 73 questionnaires, 20 interviews, and 4 focus groups with 25 young women who participated in 4 projects developed in public schools in low-income settings in Rio de Janeiro, Brazil. The authors categorized the experience of these young women in their "individual dimension"--regarding motivations, interests, science identity and future career prospects; "family dimension"--encouragement and recognition from family members and parents' beliefs and expectations; "educational dimension"--recognition by the school community, improvement in school performance, and intervention in school spaces; "project dimension"--representativeness of gender, race, class, and location, development of self-esteem and self-confidence, building of a sense of belonging, and active learning methodologies; and "social dimension"--domestic work in their daily lives and experiences of discrimination based on gender, race, class and location. The authors argue that such projects become "counter-spaces" in which marginalized young women find spaces of resistance and possibility, based on the unique position they occupy and, through feeling included and belonging, can claim their rightful presence from an intersectional perspective. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1392966 |
| Database: | ERIC |
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| Abstract: | In this paper, the authors seek to analyze the perceptions, motivations and experiences of young women in science, technology, engineering and mathematics (STEM) education projects aiming to incentivize gender equity, based on the theoretical framework of feminist studies on science and intersectionality, as well as academic literature on equity and inclusion in science communication. The following question was considered: How does experience in these projects influence young women's perceptions of belonging in the STEM fields? Working from a qualitative, content analysis approach, the authors conducted 73 questionnaires, 20 interviews, and 4 focus groups with 25 young women who participated in 4 projects developed in public schools in low-income settings in Rio de Janeiro, Brazil. The authors categorized the experience of these young women in their "individual dimension"--regarding motivations, interests, science identity and future career prospects; "family dimension"--encouragement and recognition from family members and parents' beliefs and expectations; "educational dimension"--recognition by the school community, improvement in school performance, and intervention in school spaces; "project dimension"--representativeness of gender, race, class, and location, development of self-esteem and self-confidence, building of a sense of belonging, and active learning methodologies; and "social dimension"--domestic work in their daily lives and experiences of discrimination based on gender, race, class and location. The authors argue that such projects become "counter-spaces" in which marginalized young women find spaces of resistance and possibility, based on the unique position they occupy and, through feeling included and belonging, can claim their rightful presence from an intersectional perspective. |
|---|---|
| ISSN: | 1871-1502 1871-1510 |
| DOI: | 10.1007/s11422-023-10149-4 |
