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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
Language: English
Authors: Reznik, Gabriela (ORCID 0000-0002-8113-7505), Massarani, Luisa, Calabrese Barton, Angela
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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  Value: <anid>AN0172040214;[3h02]01sep.23;2023Sep22.05:47;v2.2.500</anid> <title id="AN0172040214-1">Informal science learning experiences for gender equity, inclusion and belonging in STEM through a feminist intersectional lens </title> <p>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.</p> <p>Keywords: Equity; STEM education; Intersectionality; Science communication; Youth; Informal science learning</p> <p>Copyright comment Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</p> <hd id="AN0172040214-2">Resumen</hd> <p>En esta investigación buscamos comprender las percepciones, motivaciones y experiencias de mujeres jóvenes en proyectos orientados por la equidad de género en la educación en ciencia, tecnología, ingeniería y matemáticas (STEM), a partir del aporte teórico de los estudios feministas de la ciencia y la interseccionalidad, y de la literatura sobre equidad e inclusión en la comunicación de la ciencia. Nos planteamos la siguiente pregunta: ¿Cómo influye la experiencia en los proyectos en la percepción de pertenencia de las jóvenes en los campos STEM? A partir de un enfoque cualitativo y análisis de contenido, aplicamos 73 cuestionarios, realizamos 20 entrevistas y cuatro grupos focales con 25 mujeres jóvenes de cuatro proyectos desarrollados en escuelas públicas en Río de Janeiro, Brasil. Clasificamos la experiencia de las mujeres jóvenes en su dimensión individual: en cuanto a motivaciones, intereses, identidad científica y perspectivas profesionales futuras; dimensión familiar – aliento y reconocimiento de los miembros de la familia, y creencias y expectativas de los padres; dimensión escolar – reconocimiento por parte de la comunidad escolar, mejora en el desempeño escolar e intervención en los espacios escolares; dimensión del proyecto – representatividad de género, raza, clase y territorio, desarrollo de la autoestima y autoconfianza, construcción del sentido de pertenencia y metodologías activas de aprendizaje; y dimensión social – trabajo doméstico en su vida cotidiana, y experiencias de discriminación por razón de género, raza, clase y territorio. Argumentamos que los proyectos se convierten en "contra-espacios" en los que las jóvenes de los márgenes encuentran espacios de resistencia y posibilidades, a partir de la posición única que ocupan y, al sentirse incluidas y pertenecientes, pueden reclamar su legítima presencia desde una posición interseccional.</p> <hd id="AN0172040214-3">Resumo</hd> <p>Nesta pesquisa, buscamos compreender as percepções, motivações e experiências de jovens mulheres em projetos orientados por equidade de gênero na educação em ciências, tecnologias, engenharias e matemática (STEM), a partir do aporte teórico dos estudos feministas da ciência e da interseccionalidade, e da literatura sobre equidade e inclusão na divulgação científica. Propomosa seguinte questão: De que forma a vivência nos projetos influencia a autopercepção das jovens sobre pertencimento nas áreas científicas? Por meio de abordagem qualitativa e análise de conteúdo, aplicamos 73 questionários, realizamos 20 entrevistas e quatro grupos focais com 25 jovens de quatro projetos desenvolvidos em escolas públicas do estado do Rio de Janeiro, Brasil. Categorizamos a experiência das jovens em sua <emph>dimensão individual</emph> – no que diz respeito às motivações, interesses, identidade científica e perspectivas de carreira futura; <emph>dimensão familiar</emph> – incentivo e reconhecimento de familiares, e crenças e expectativas dos pais; <emph>dimensão escolar</emph> – reconhecimento pela comunidade escolar, melhoria do desempenho escolar e intervenção nos espaços escolares; <emph>dimensão do projeto</emph> – representatividade de gênero, raça, classe e território, desenvolvimento da autoestima e autoconfiança, construção do sentimento de pertencimento e metodologias ativas de aprendizagem; e <emph>dimensão social</emph> – trabalho doméstico em seu cotidiano e experiências de discriminação por gênero, raça, classe e território. Argumentamos que os projetos se tornam "contra-espaços" nos quais mulheres que estão à margem encontram espaços de resistência e de possibilidades, a partir da posição única que ocupam e, ao se sentirem incluídas e pertencentes, possam reivindicar sua presença legítima a partir de uma posição interseccional.</p> <hd id="AN0172040214-4">Introduction</hd> <p>By visiting universities, we are saying that yes, we can go there and yes, it is our right to be in that place, because a lot of people say that university is not for everyone, but yes, it is for everyone, and especially for people like us (Dani, Black woman, 16 years old).</p> <p>This opening quote from Dani reveals how she seeks to affirm her rightful presence by entering university. As a young, black woman coming from a public high school in a low-income community, having informal science learning experiences where youth from non-dominant communities can share and have valued their own knowledge, values and experiences was critical to her sense of belonging and scientific identity. Such opportunities are important if justice is to be achieved across differences of race, class, gender and positionality.</p> <p>Ong, Smith, and Ko ([<reflink idref="bib41" id="ref1">41</reflink>]) addressed the challenges of Black women in persevering in STEM education and how their struggles often lead them to seek or create counter-spaces. By counter-spaces, the authors refer to academic spaces that allow individuals minoritized by the dominant culture to promote their own learning, in which their experiences are validated and recognized. These spaces also provide solidarity in the sharing and analysis of experiences of isolation, microaggression and discrimination. Rosa and Mensah ([<reflink idref="bib47" id="ref2">47</reflink>]) discuss the importance of decolonizing science by rethinking the places of failure/success in which Black and other women of Color are placed. The authors criticize the assumption that Black women must adapt to these spaces, recognizing how spaces fail to include them:It is not a failure in Black women; it is a failure of STEM. Advocating for the need to be taught how to negotiate these cultural differences is to put the burden on Black women and women of color. The spaces have to change. We need to decolonize STEM (Rosa and Mensah [<reflink idref="bib47" id="ref3">47</reflink>], p. 5).</p> <p>From the perspective of decolonizing knowledge, Grada Kilomba demands an epistemology that includes the personal and the subjective as part of academic discourse, and discusses how Black researchers and academics incorporate in their knowledge production not only words of struggle but also the pain of oppression. She compares how Black people are seen in academic space as "out of place" and on the borders, while White people move freely, as they are read as bodies that are central and "in place" (Kilomba [<reflink idref="bib34" id="ref4">34</reflink>]). Together with Maria Lugones ([<reflink idref="bib33" id="ref5">33</reflink>]) and bell hooks ([<reflink idref="bib28" id="ref6">28</reflink>]), Kilomba defines the margin as a space of resistance and possibility, in addition to a space of inequality and inaction, recognizing the margin as a complex position that incorporates more than one type of place.The margin should not be seen only as a peripheral space, a space of loss and deprivation, but rather as a space of resistance and possibility. The margin is configured as a "space of radical opening" (hooks [<reflink idref="bib28" id="ref7">28</reflink>], p. 149) and creativity, where new critical discourses take place (Kilomba [<reflink idref="bib34" id="ref8">34</reflink>], p. 68).</p> <p>How people identify with science, how they see themselves as belonging to this space, and how they are seen by others as people who are good at science are important factors in understanding how, when, and why people are or are not included in scientific practices (Calabrese Barton, Kang, Tan, O'Neill, Bautista-Guerra and Brecklin [<reflink idref="bib10" id="ref9">10</reflink>]; Kang, Calabrese Barton, Tan, Simpkins, Rhee and Turner [<reflink idref="bib29" id="ref10">29</reflink>]). In recent decades, there have been research efforts focused on the concepts of equity and social justice, developed in Informal Science Learning (ISL) contexts, particularly in initiatives conducted at schools, universities, science clubs and science museums. These researchers suggest that ISL centered on equity and social justice can engage and support young women and other non-dominant groups in developing an identification with science (e.g., Calabrese Barton and Tan [<reflink idref="bib9" id="ref11">9</reflink>]; Dawson [<reflink idref="bib21" id="ref12">21</reflink>]; Calabrese Barton, Kim and Tan [<reflink idref="bib11" id="ref13">11</reflink>]; Calabrese Barton and Tan [<reflink idref="bib12" id="ref14">12</reflink>]; Archer, Godec, Calabrese Barton, Dawson, Mau and Patel [<reflink idref="bib2" id="ref15">2</reflink>]).</p> <p>Archer, Godec, Calabrese Barton, Dawson, Mau and Patel ([<reflink idref="bib2" id="ref16">2</reflink>]) identified four common principles and approaches to equitable practices: centering youth by focusing on their identities, values, and experiences; challenging dominant practices, epistemologies, and representations in science; supporting the authority of youth; and respecting and valuing the identity of youth in STEM. Valuing the identity of youth and having a rightful presence in ISL would mean "making 'present' those who were made 'absent' by the forms of racialization and colonization during the schooling process" (Calabrese Barton, Kimand Tan [<reflink idref="bib11" id="ref17">11</reflink>], p. 290).</p> <p>While equity has gained traction in ISL over the past several years, there is little shared understanding of what equity means or what its goals are. Most attention is paid access and opportunity, however, there is little interrogation beyond these ideals. Access and opportunity are not neutral experiences and little attention is paid to the ways in which the distribution of resources is an artifact of institutionalized structures. Justice pays attention to power and how it operates to maintain historicized injustice in how science and science learning experiences are conceptualized and enacted, shaping who belongs and whose experiences matter. From a justice perspective, equity is defined as inclusion by challenging what one is included into, as well as how and why that inclusion occurs.</p> <hd id="AN0172040214-5">Equity and justice in the Brazilian ISL context</hd> <p>Addressing issues with social inclusion and confronting its limits is even more challenging in countries like Brazil, which is marked by deep structural, economic, and social inequalities. Historically, dominant groups belonging to elite classes have had a greater presence in ISL environments. Brazilian researchers have been addressing the issue of social inclusion in the science communication field (Moreira [<reflink idref="bib38" id="ref18">38</reflink>]; Cazelli, Coimbra, Gomes and Valente [<reflink idref="bib17" id="ref19">17</reflink>]; Norberto Rocha, Fernandes and Massarani [<reflink idref="bib39" id="ref20">39</reflink>]). In the context of science centers and museums, there is a long trajectory of social exclusion, from at least the beginning of the twentieth century (Cazelli, Marandino and Studart [<reflink idref="bib16" id="ref21">16</reflink>]; Massarani and Moreira [<reflink idref="bib37" id="ref22">37</reflink>]). Since the turn of the twenty-first century, there has been an expansion of science centers and museums in Brazil–from 110 institutions in 2005 to 268 in 2015–through government incentives and scientific associations and societies. The expansion of these spaces took place concomitantly with the implementation of systematic public policies, particularly by the Department for Popularization and Diffusion of Science and Technology, created in 2003, and the implementation of National Science and Technology Week (Massarani and Moreira [<reflink idref="bib37" id="ref23">37</reflink>]). Despite this movement, in 2016, with the rise of a conservative political context and the devaluation of scientific institutions, a setback in policies in science communication was observed.</p> <p>Cazelli, Coimbra, Gomes and Valente ([<reflink idref="bib17" id="ref24">17</reflink>]) argued that social inclusion must be more than just expanding access and diversifying audiences, in order to renegotiate the purposes and functions of museums in society: "more than including and integrating this demographic with museum institutions, it is, above all, about changing the perspective and posture in order to expand the "doing with," rather than the "doing for" (p. 208). To renegotiate the basis of their relationships with the audience and expand the tools and strategies that lead to more effective participation, it would be important for institutions and their professionals to engage in "sharing power, resources, skills and knowledge" (p. 222) and invest in the training of professionals to make them capable of adopting a less paternalistic attitude toward socially and economically disadvantaged groups of visitors.</p> <hd id="AN0172040214-6">The lens of intersectionality</hd> <p>In this paper, the authors consider the concept of intersectionality as an analytical lens through which the experiences of participants can be understood. The debate on the multiple social markers of difference–particularly gender, race and class–acquired centrality in the feminist debate in the 1990s based on the theory of intersectionality, which was widely disseminated in the 2000s and acquired different theoretical aspects (Crenshaw [<reflink idref="bib20" id="ref25">20</reflink>]; Brah [<reflink idref="bib7" id="ref26">7</reflink>]; Collins [<reflink idref="bib18" id="ref27">18</reflink>]; Akotirene [<reflink idref="bib1" id="ref28">1</reflink>]). Originally from Black feminism and critical race theory, the term intersectionality was coined by Afro-American jurist Kimberlé Crenshaw in 1989. A central tenet of intersectionality as an analytical tool is the decentralization of the dominant narrative within feminist theory (Akotirene [<reflink idref="bib1" id="ref29">1</reflink>]). From an integrated approach, intersectionality is a concept that seeks to account for the complexity of identities and social inequalities. Flavia Biroli ([<reflink idref="bib6" id="ref30">6</reflink>]) argues that gender is not produced in isolation and that additional variables cannot be restricted to individuals' positioning and identification, reframing the discussion of difference from the perspective of privilege: "we are not dealing with an identity issue, but with positions that gain meaning in hierarchies" (Biroli [<reflink idref="bib6" id="ref31">6</reflink>], p. 732). It is more than recognizing the existence of multiple systems of oppression, it is understanding how the interaction between these categories produces and reproduces social inequalities.</p> <hd id="AN0172040214-7">Belonging in STEM</hd> <p>A sense of belonging and identification with a field of study leads to greater self-esteem and self-confidence. Social belonging can be defined as the ability to socially connect within a group, to feel accepted, included, valued and socially "fit in" with a particular group of people, whether in the educational context (Goodenow [<reflink idref="bib25" id="ref32">25</reflink>]) or as a basic human need (Baumeister and Leary [<reflink idref="bib5" id="ref33">5</reflink>]). The sense of belonging to STEM fields is most commonly described among White men and seems to be correlated with the number of people of the same gender in the field (Rainey, Dancy, Mickelson, Stearns and Moller [<reflink idref="bib45" id="ref34">45</reflink>]).</p> <p>In addition, the sense of social belonging seems to be one of the factors that explain gender differences in interest in the areas of Health, Education and Care and in the STEM fields (Tellhed, Bäckström and Björklund [<reflink idref="bib56" id="ref35">56</reflink>]). Campbell Leaper ([<reflink idref="bib31" id="ref36">31</reflink>]) analyzed the social identities associated with the sense of belonging to a group and described how the values reinforced in women can conflict with their own perceptions about STEM. Even though they experience rejection and hostility from male peers, particularly related to achievement in STEM, the findings suggest that value and support from important peers helps to legitimize women's sense of belonging in STEM fields.</p> <hd id="AN0172040214-8">Equity and inclusion in the science communication field</hd> <p>As an academic field, research in science communication is composed of researchers from multidisciplinary areas and has been anchored, in the last four decades, in a broad reflection on how science communication should be shaped and understood, comprising a range of models and theories ranging from a deficit model, anchored in a linear and hierarchical conception of knowledge transmission, to contextual models of lay knowledge and public engagement, which consider more dialogical relationships in science communication (Brossard and Lewenstein [<reflink idref="bib8" id="ref37">8</reflink>]). The need for a feminist approach in the public communication of science arises as the area develops as a field of practice and research to make visible the issues of equity, diversity and inclusion (Lewenstein [<reflink idref="bib32" id="ref38">32</reflink>]).</p> <p>Katherine Canfield, Sunshine Menezes, and Christine Liu ([<reflink idref="bib14" id="ref39">14</reflink>]) proposed a model that intentionally considers the centrality and diversity of voices and identities, especially those that have been and remain marginalized in scientific practice, research, and training, articulating race, class, gender, sexuality and geographical location. The authors propose an inclusive science communication model with an intersectional, equitable approach and a form of building personal and community agency, co-creating "pathways" to encourage involvement in science, based on the principles of intentionality, reciprocity, and reflexivity (Canfield, Menezes and Liu [<reflink idref="bib14" id="ref40">14</reflink>]; Canfield, Menezes, Matsuda, Moore, Mosley Austin, Dewsbury and Taylor [<reflink idref="bib15" id="ref41">15</reflink>]).</p> <p>The number of initiatives and policies oriented toward gender equity in science, technology, engineering and mathematics education has grown over the past decade in Brazil (Lima [<reflink idref="bib35" id="ref42">35</reflink>]; Oliveira, Unbehaum and Gava [<reflink idref="bib40" id="ref43">40</reflink>]), even though, since 2016, the country has faced a conservative political scenario of discontinuity of policies that incentivize progressive attitudes toward gender identity and promote gender equity (Sígolo, Gava and Unbehaum, [<reflink idref="bib50" id="ref44">50</reflink>]). These initiatives were driven by the "Meninas nas Ciências Exatas, Engenharias e Computação" program (Girls in the Sciences, Engineering and Computing), which has engaged in two rounds of projects, one in 2013 and one in 2018, sponsored by the Brazilian National Council for Scientific and Technological Development (CNPq). In the state of Rio de Janeiro, 16 projects were implemented, two of which participated in both rounds.</p> <p>In this article, based on the analysis of a survey taken by 73 young women, interviews with 20 young women, and 4 focus groups, which involved 25 participants in total, we seek to understand the experiences and perceptions of participants involved in 4 projects in the STEM fields, included in the CNPq calls, conducted in public schools in Rio de Janeiro, Brazil. The authors investigated the following question: How does experience in these projects influence young women's perception of belonging in the STEM fields?</p> <p>As for the positionality of the researchers, the first two authors identify themselves as White Brazilian women, living in Rio de Janeiro, and researchers from the field of science communication. The first author was inserted in the ISL initiatives for gender equity as an outsider researcher and is closely connected with the coordinators. The third author identifies herself as a White American academic, who studies and teaches informal science education from a justice perspective.</p> <hd id="AN0172040214-9">Methodological approach</hd> <p>From a qualitative content analysis approach, this study involved a survey, interviews, and focus groups with participants of the projects "There is a Girl on the Circuit" (Tem Menina no Circuito; that will be identified in this paper as TMC), from the Physics Department of the Federal University of Rio de Janeiro; "Olympic Girls of IMPA" (Meninas Olímpicas do IMPA; MOI), by the National Institute of Pure and Applied Mathematics; "Girls in STEM of the Baixada Fluminense: from the UFRJ laboratories to the Science and Life Museum" (Meninas nas Ciências Exatas da Baixada Fluminense; MCE), of the Federal University of Rio de Janeiro's Xerém campus and the Science and Life Museum/Cecierj Foundation; and "Statistical study of the chemical composition of hair" (Estudo estatístico da composição química do cabelo; QUI), by the Pontifical Catholic University of Rio de Janeiro.</p> <p>Each project involved activities in two to five public schools from low-income settings. The activities were conducted by coordinators from the university and research institutes among undergraduate students as tutors in collaboration with the school teachers, and involved Elementary to High School students. Teachers, undergraduate students, and school students received a 12-month scholarship for being part of the project. Focusing on the areas of physics, chemistry, and mathematics, the projects had heterogeneous pedagogies and approaches, with various activities–from motivational activities (round tables, exhibitions about women in science and visits to research institutes) to experimental activities (learning laboratory techniques and conducting experiments) (Table 1).</p> <p>Table 1 Description of the projects regarding name, coordinating institution, main goal, main activities developed in 2019, and starting year</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Project</p></th><th align="left"><p>Coordinating institution</p></th><th align="left"><p>Main goal</p></th><th align="left"><p>Main activities developed in 2019</p></th><th align="left"><p>Start (year)</p></th></tr></thead><tbody><tr><td align="left"><p><italic>Tem Menina no Circuito (TMC)</italic></p></td><td align="left"><p>Federal University of Rio de Janeiro</p></td><td align="left"><p>Engage middle and high school girls in STEM. Encourage them to enter higher education in careers within the STEM field such as physics, mathematics, engineering or computing</p></td><td align="left"><p>Weekly workshops at schools with electric circuits in plasticine, paper and electronic panel production; visit to the university Physics Laboratory; and science fair presentation</p></td><td align="left"><p>2014</p></td></tr><tr><td align="left"><p><italic>Meninas Olímpicas do IMPA (MOI)</italic></p></td><td align="left"><p>National Institute of Pure and Applied Mathematics</p></td><td align="left"><p>Promote the effective presence of girls in Mathematics activities, including math contests, aiming to make them interested and develop careers in the scientific and technological sphere</p></td><td align="left"><p>Weekly activities in schools with games, math challenges, panels on gender issues and robotics projects in Arduino; visits to science museums and science institutions; robotics training; and presentation at science fairs and conferences</p></td><td align="left"><p>2018</p></td></tr><tr><td align="left"><p><italic>Meninas nas Ciências Exatas da Baixada Fluminense: dos laboratórios da UFRJ ao Museu Ciência e Vida (MCE)</italic></p></td><td align="left"><p>Federal University of Rio de Janeiro</p></td><td align="left"><p>Promote scientific education for girls from five schools in Duque de Caxias, through the inclusion of these girls in nanotechnology research laboratories, with the objective of awakening talents for science, engineering and computing. It is also intended to contribute to the promotion of the scientific culture of girls and their school communities through scientific dissemination actions in schools and at the Science and Life Museum</p></td><td align="left"><p>Weekly experimental activities with nanotechnology in university laboratories; presentation at events and science fairs; motivational activities with monthly roundtables in schools with the presence of researchers; itinerant exhibitions in schools: "Women Pioneers of Science in Brazil" and "They: expressions of Women Brazilian Mathematics"; and events at the Science and Life Museum: Science is with them! And Girls in STEM Festival</p></td><td align="left"><p>2018</p></td></tr><tr><td align="left"><p><italic>Estudo estatístico da composição química do cabelo (QUI)</italic></p></td><td align="left"><p>Pontifical Catholic University of Rio de Janeiro</p></td><td align="left"><p>Encourage girls to be interested in science, promoting school-university integration, to encourage them to enter higher education courses, in order to reduce gender inequalities in the job market in the field of science. It proposes a project to create a database of results of the chemical composition of hair, which counts on the donation of samples by volunteers from schools and communities where they are inserted, to update the reference values of the capillary mineralogram and identify, through statistical tools, variables that affect these results</p></td><td align="left"><p>Project presentation lectures in schools; collection of hair samples from schools; preparation and chemical analysis of hair samples in chemistry laboratories; and consolidation of data obtained and writing of a scientific article</p></td><td align="left"><p>2013</p></td></tr></tbody></table> </ephtml> </p> <p>At the beginning of the projects, from March to June of 2019, we conducted a survey with 73 participants from the four projects (28 young women from the TMC project, 21 from the MOI project, 14 from the MCE project and 10 from the QUI project), and interviewed five participants from each project, totalizing 20 interviewees. During the period of completion of the activities of the TMC, MCE and MOI projects, in December of 2019, we conducted at least one focus group in each project, with the presence of four to eight young women, totaling 25 participants (Table 2). The goal of the focus groups was to understand the relationships built between the participants, with the school community, and with the coordinators during the projects, regarding the building of a sense of belonging, STEM identity, self-confidence, representativeness, perceptions about the insertion of women in scientific activity, future career perspectives, family routines, and beliefs and expectations of their family members.</p> <p>Table 2 Description of focus groups regarding the profile of participants and duration</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left" rowspan="2"><p>Group</p></th><th align="left" colspan="4"><p>Profile</p></th><th align="left"><p>Time</p></th></tr><tr><th align="left"><p>No</p></th><th align="left"><p>Project</p></th><th align="left"><p>Age</p></th><th align="left"><p>School segment</p></th><th align="left" /></tr></thead><tbody><tr><td align="left"><p>1</p></td><td align="left"><p>4</p></td><td align="left"><p>TMC</p></td><td align="left"><p>15 and 16 years</p></td><td align="left"><p>High school</p></td><td align="left"><p>01:08:00</p></td></tr><tr><td align="left"><p>2</p></td><td align="left"><p>6</p></td><td align="left"><p>MCE</p></td><td align="left"><p>15 and 16 years</p></td><td align="left"><p>High school</p></td><td align="left"><p>00:32:00</p></td></tr><tr><td align="left"><p>3</p></td><td align="left"><p>8</p></td><td align="left"><p>MCE</p></td><td align="left"><p>13 and 16 years</p></td><td align="left"><p>Elementary and High school</p></td><td align="left"><p>00:34:00</p></td></tr><tr><td align="left"><p>4</p></td><td align="left"><p>7</p></td><td align="left"><p>MOI</p></td><td align="left"><p>14 and 17 years</p></td><td align="left"><p>Elementary and High school</p></td><td align="left"><p>00:27:00</p></td></tr><tr><td align="left" /><td align="left"><p>Total:25</p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr></tbody></table> </ephtml> </p> <p>The interviews and focus groups were conducted using a semi-structured script of questions. They were recorded, transcribed and coded. The coding step was conducted using the <emph>QDA miner 4.0</emph> software. Content analysis involved the creation of a priori categories and codes based on the theoretical framework of feminist science studies–such as care and housework responsibilities, sexism in school environment and gender-science stereotype–and the public perception of science, and a posteriori categories according to the emergence of themes and discourses that the participants engaged in. The coding process took place in coding and recoding cycles, based on several readings of the material. From the narratives of the focus groups, we categorized the experiences into five main dimensions: individual, family, school, project, and social, understanding that these dimensions are interrelated.</p> <hd id="AN0172040214-10">Characterization of participants</hd> <p>The participants were all female, studied at fifteen different schools in the state of Rio de Janeiro, were between 13 and 22 years old (mostly from 14 to 16 years old), and attended elementary or high school. There was heterogeneity in the schools selected for each project in terms of admission policies, admissions criteria, location, status, and socially vulnerable region. Of the 73 women that responded to the survey, about 59% declared themselves as black and 93% said they were interested in science and technology subjects at school. The favorite subjects reported by respondents were math, chemistry, history, physics, and biology. Regarding the level of education of the participants' parents, 32% of fathers and mothers had completed high school and/or had incomplete higher education and 24% had completed higher education.</p> <hd id="AN0172040214-11">Analysis of young women's experiences in ISL projects</hd> <p>In this article, we will discuss the participants' project experiences from the family, school, project and social dimensions (Fig. 1). Both individual, family and educational dimensions were shaped, challenged, and informed by the project dimensions in order to help build the participants' sense of belonging. The individual dimension was addressed in a previous study (Reznik [<reflink idref="bib46" id="ref45">46</reflink>]).</p> <p>Graph: Fig. 1Analytical dimensions and main findings</p> <p>We categorize the young women's experiences in their <emph>individual dimension</emph>, in terms of motivations, interests, science identity and future career prospects; <emph>family dimension</emph>, referring to encouragement and recognition by family members and parents' beliefs and expectations based on dominant social and cultural norms; <emph>educational dimension</emph>, referring to recognition by the school community, improvement in school performance, and intervention in school spaces; <emph>project dimension</emph>, on representativeness of gender, race, class, and location, development of self-esteem and self-confidence, building of a sense of belonging to the group and to the university context, and active experimental learning methodologies; and the <emph>social dimension</emph>, with narratives about domestic work in the participants' daily lives and experiences of discrimination based on gender, race, class, and location.</p> <p>In terms of our stance for justice, the authors understand how youth experiences are traversed by power relations in their positions, in family, school and social dimensions, and how projects can help bring about structural changes to break with historicized injustice in the way science and science learning experiences are conceptualized and enacted, shaping who belongs and whose experiences matter.</p> <hd id="AN0172040214-12">Project dimension</hd> <p>The authors categorize the experiences of young women in the projects into five main axes of analysis: (i) Representativeness of gender, race, class, and location; (ii) Development of self-esteem and self-confidence; (iii) Sense of belonging to the group and to the university context; (iv) Reinforcement of positive identities in STEM; (v) assistance in choosing and affirming career choice (vi) Presence of inclusive and safe space for women; and (vi) Active learning methodologies. In Table 3, we describe the main strategies developed by the projects that seem to have a positive impact on helping youth to build a sense of belonging and science identity, based on the analysis of focus groups. In Table 4, we suggest strategies that can be incorporated into future initiatives.</p> <p>Table 3 Main strategies developed by the projects (original material)</p> <p> <ephtml> <table frame="hsides" rules="groups"><tbody><tr><td align="left"><p>Visits to universities, research institutes and science museums</p></td></tr><tr><td align="left"><p>Roundtables and lectures with women researchers (which include diversity in terms of career stages, race/ethnicity, sexuality, location, among others)</p></td></tr><tr><td align="left"><p>Youth presentations in schools, academic events, and science fairs</p></td></tr><tr><td align="left"><p>Intervention projects in schools or in their home districts based on the knowledge developed in the projects</p></td></tr><tr><td align="left"><p>Experimentation methodologies with young women as protagonists</p></td></tr><tr><td align="left"><p>Inclusive environments for women</p></td></tr><tr><td align="left"><p>Support of youth difficulties and challenges in the learning process</p></td></tr><tr><td align="left"><p>Development of material that can be taken to participants' family contexts</p></td></tr></tbody></table> </ephtml> </p> <p>Table 4 Strategies that can be incorporated in the initiatives (Source: Own elaboration)</p> <p> <ephtml> <table frame="hsides" rules="groups"><tbody><tr><td align="left"><p>Co-design of project activities with the young participants, considering their interests, experiences, and expertise</p></td></tr><tr><td align="left"><p>Sharing authority between coordinating team, undergraduates, educators, and youth</p></td></tr><tr><td align="left"><p>More dialogue with school communities and families</p></td></tr><tr><td align="left"><p>More diversity and representativeness of non-dominant groups in coordinating teams</p></td></tr><tr><td align="left"><p>Debating stereotypes, implicit bias and inequalities of gender, race, class and location</p></td></tr><tr><td align="left"><p>Incorporate research and evaluation as part of project activities</p></td></tr><tr><td align="left"><p>Incorporate an interdisciplinary team research in education, science communication, gender studies among researchers in the areas of STEM</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0172040214-13">Representativeness of gender, race and location</hd> <p>Having role models during one's academic trajectory and representation of gender, race and geographic location seems important in building identification and broadening the perception of the scientist stereotype. In the 1970s, for example, Londa Schiebinger ([<reflink idref="bib49" id="ref46">49</reflink>]) pointed out that one of the central tasks of gender and science studies was to rescue the achievements of women scientists, to create examples for girls to identify the scientific profession as career possibility and make visible the trajectories that lead to such a career. Changing the dominant representations (e.g., bringing role models as counterstereotypes) of who can act in scientific fields and who is seen as someone who acts in scientific fields is important for the building of a sense of belonging (Olsson and Martiny 2018). The importance of representativeness was highlighted in the young women's quotes in different aspects, such as: (i) The importance of exchanging knowledge and experience with other women; (ii) Examples of scientists who have historically distinguished themselves, as represented in films and in the media; (iii) Identifying with the coordinators as inspiring researchers and mentors; (iv) Identification with Black scientists from their own districts during project activities; and (v) Awareness of the (lack of) representation in STEM.</p> <p>The notion of female representation appears in the CNPq description of project proposals for both initiative rounds. The youths had references of women at different stages of their careers throughout the projects, from the undergraduates who acted as facilitators of the activities to the researchers who acted as coordinators of the projects. At this point, it is important to highlight that the calls did not explicitly have an intersectional focus and did not directly mention the importance of projects to bring people, knowledge, and expertise from different backgrounds in terms of race, class, geographic locations, sexuality, and people with disabilities.</p> <p>In the MOI project, for example, during visits to research institutions, the coordinators asked female researchers from the institution to lead the group of visitors. The MCE project invested in activities that strengthened the narratives of researchers' trajectories and the representation of gender and race in STEM by organizing monthly roundtables with researchers held for entire school communities, two events at the Science and Life Museum with several STEM and humanities researchers at which gender issues in the sciences were discussed, and from the modular exhibitions that were brought from school to school. The participants declared that among the most remarkable moments were the monthly round tables held at the schools and the events at the Science and Life Museum, highlighting the importance of having women at different stages–"from girls who are finishing high school" to "women with masters and doctorate degrees." The identification with the trajectories of the researchers, based on the challenges they encountered along the way, helped the youths to affirm their desires and self-confidence to trace their own paths, as shown in the quote "it is good because it makes us believe that, if they did it, so can we."</p> <p>One of the young women referred to computer scientist Margaret Hamilton as her "icon," positively highlighting, in her narrative, the conciliation of motherhood and research work, and the possibility of building a similar personal trajectory.I think there are so many women who have done amazing things, for example, my icon is Margaret Hamilton. She had two daughters while she worked for NASA. And I see how her journey was even with her daughters and the cool thing is that she encouraged her daughters towards science all the time. So, I'm crazy to have a daughter and buy her a Marie Curie blouse (woman, MCE project).</p> <p>In this quote, we see the intersection of gender and parenting markers. The conception of motherhood, historically constructed from discourses in the religious, philosophical, and scientific fields, attributed women a naturalized position as caregivers, with social roles that would allocate them to motherhood, marriage and, consequently, to the private space (Badinter [<reflink idref="bib4" id="ref47">4</reflink>]). These discourses were anchored in biological determinism, which attribute an inherent role of care to women, and were also used to justify their exclusion from higher education (Schiebinger [<reflink idref="bib49" id="ref48">49</reflink>]). It is remarkable that the young woman from the MCE project identifies a mother researcher as her "icon" and reframes for herself the possibility of being a mother and being a scientist.</p> <p>The identification of the coordinators as inspiring figures appeared in the young women's quotes when they highlighted the availability and encouragement of the coordinators to engage with them and feel a sense of belonging to the university. Lack of representation, such as not having female STEM teachers, can contribute to the feeling of not belonging to this space, a perception of "it is not for me," as exemplified in the following statement. The young women began to identify female figures in this area based on the references they found in the projects: "all my STEM teachers were always men. This year I had my first female math teacher. So, I thought this was not for me. Although I liked it, I didn't think it was for me. Then, after I joined the project, things changed" (woman, MCE project).</p> <p>The intersection of gender with race and location were relevant aspects in the identification of young women with female scientists. At the event "Science is with them!", at the Science and Life Museum, promoted by the MCE project, one of the invited speakers was computer scientist Ana Carolina da Hora, podcaster and presenter of the Youtube channel "Computação sem caô." The scientist's lecture reverberated in the conversations between the young women during the focus groups. In addition to being a black, female scientist, the researcher was born in Duque de Caxias, where most of the young women from the MCE project live: "I think that until today, in terms of Black scientists, we have only met one person, which is the computer scientist Nina da Hora. I think she is really an inspiration. A Black woman, from Duque de Caxias. I think it's amazing because for her it was more difficult than it will be for us and she did it" (woman, MCE project).</p> <hd id="AN0172040214-14">Safe and inclusive learning environments for women</hd> <p>In addition to the young women's reports about the sense of belonging to the group and the building of an environment of sharing, we identified narratives that express the importance of an inclusive and safe space for women as opposed to the feeling of inferiority in other spaces due to sexist behaviors, as in this quote:I also think that having an environment only with women, having attention only for us, is different. Because you work with a class where there are boys and girls, of course there will be the boy who will think he is the one and he is the best, he makes the best circuits (woman, TMC project).</p> <p>In the MOI project, one woman highlighted the asymmetrical power relations that are established in the classroom involving gender relations, explaining the positions taken by men toward women: "I think we feel very inferior around them, they put themselves in a superior position." In this way, the creation of women-only spaces can help to promote a safe environment for exchange and strengthening confidence in young women, as described in Rosenthal, London, Robin Levy and Lobel ([<reflink idref="bib48" id="ref49">48</reflink>]), where they suggest that perceived identity compatibility and perceived social support are associated with a greater sense of belonging at universities and that initiatives for people of the same gender can successfully focus on perceived identity compatibility and perceived social support to increase women's involvement in STEM courses.</p> <hd id="AN0172040214-15">Active learning methodologies</hd> <p>The creation of connections between academic learning and the students' day-to-day life was a theme raised by the participants regarding the active learning methodology of the projects. The young women narrated that these practical activities changed the way they related to school subjects and performance, as in the following quotes:For me it changed the way of imagining it. Because I have a lot of difficulty visualizing things and, as it is practical here, it becomes easier. Because, at school, the teacher talks about particles and I'm like: "What's that?", you know? Then it's easier for me to visualize things (woman, TMC project).We saw more application of mathematics in everyday life [from the project]. As we learn in school, I find it very boring. You have to decorate and then you end up copying and pasting and you are not applying anything in your life. You learn math in school, but you don't know how to apply it (woman, MOI project).</p> <p>Active learning strategy is described in the literature as a range of methods that privilege the role of students in the teaching–learning process. Experimentation can contribute to teaching by providing situations of confrontation between the hypotheses that youths bring and the experimental evidence. In didactic experimentation, although distinct from experimentation in the context of scientific knowledge production, it retains identifying elements of the scientific world and the production context, which are recontextualized in the school environment (Marandino, Selles and Ferreira [<reflink idref="bib36" id="ref50">36</reflink>]). A teaching–learning environment that focuses, for example, on student protagonism, focusing on creation and experimentation, and on building a safe and welcoming space, can make young people feel more motivated and a greater sense of belonging to the scientific space, as discussed, for example, by Juliette Spearman and Helen Watt ([<reflink idref="bib52" id="ref51">52</reflink>]).</p> <hd id="AN0172040214-16">Family dimension</hd> <p>In the family context, we clustered the young women's narratives into two main categories: (i) The recognition by family members regarding the increase in interest, affection and respect for the young women for their involvement in the projects; and (ii) The parents' beliefs and expectations, based on cultural and social gender norms, evidencing conflicts between the young women's desires and the family members' desires regarding career choices.</p> <p>At each meeting of the TMC project, the young women created projects based on weekly proposed activities with electrical circuits. The development of a concrete product at each meeting materialized their participation in the projects in their families' perception. They felt valued and began to receive attention from family members, as shown in this quote:I loved this circuit! Because I put it in a little pot and it was on the table and <emph>it was the first time my father was interested in something I had done.</emph> Then he took it like it was a gift box and started to open it and look: "What is this?". "I made it. Do you want to know how to make it? I'll teach you." Then I showed him: "How cool!". He was super happy and really proud (woman, TMC project).</p> <p>When mentioning that it was the first time her father was interested in her, we realized the importance of this recognition of her ability. His interest helped her to validate her own ability to conduct the same experiment again. However, as the experience (circuits) is prototypically masculine, science is not necessarily challenged, and she had to share something her father recognizes and values to achieve visibility. Another participant also highlighted that she was noticed by her family for bringing home the materials developed in the weekly activities. Both narratives demonstrate the dimension of young women who were in a place of invisibility within their family contexts and came to be seen and recognized, even if occasionally, from the experience they brought from the project context to the family dimension. These narratives refer not only to the historical invisibility of women in the production of knowledge, as discussed by Schiebinger ([<reflink idref="bib49" id="ref52">49</reflink>]), but also to the question of how parents' perceptions of their children's academic abilities predict young people's confidence in their academic abilities (Eccles [<reflink idref="bib23" id="ref53">23</reflink>]). Lazarides and Ittel ([<reflink idref="bib30" id="ref54">30</reflink>]) analyzed the role of family and teacher support in a longitudinal study in Germany. Their results suggest that the perception of family support is particularly important for girls' motivation and development of interest in STEM. They indicate that initiatives that aim to facilitate the interest and development of girls and boys in these areas must consider the involvement of parents as relevant social agents. In addition, we highlight the importance of recognizing young women for who they are and not for who they should be, claiming their rightful presence (Calabrese Barton, Kim, and Tan [<reflink idref="bib12" id="ref55">12</reflink>]).</p> <p>On the other hand, they also reported disagreements with their family members, particularly with their fathers, regarding different expectations and desires about their professional future. There were prejudices and gender stereotypes on the part of family members, based on social and cultural gender norms. From the youths' narratives, they described a component of resistance and affirmation of their desires, despite the expectations of family members. In the following example, a young woman from the TMC project is interested in pursuing a career as an engineer while her father expects her to pursue a career as a doctor. In her speech, she stands with determination in her desire:I think there's still a bit of prejudice from some men. For example, my father doesn't see me being an engineer, my father sees me being a doctor. But I don't see myself as a doctor, I see myself as an engineer. Because sometimes we say: "Oh, I want to be a physicist, for example". The person says: "Are you crazy? You are a woman". I think that sometimes we do have this prejudice. Sometimes women themselves have this prejudice (woman, TMC project).</p> <p>From their narratives, we discuss how the dominant social and cultural structures, through the family dimension, tend to constrain the possibilities of young women's choices regarding their professional future, valuing traditional gender roles. Locally, both the school communities and projects guided by gender equity can play a role in strengthening youth self-confidence in their choices and in building new paradigms together with families to break or change cultural and social gender, race, and other intersectional norms. Young women in Renata Fontanetto's study ([<reflink idref="bib24" id="ref56">24</reflink>]) also argued in defense of women's freedom of professional choice and expressed "discomfort, discontent and even confrontation" (Fontanetto [<reflink idref="bib24" id="ref57">24</reflink>], p. 142) in relation to the positions taken by family members. On the other hand, the patriarchal and slave-holding heritage of Brazil culture can limit the possibilities of choices, particularly for Black women: "doing what is desired in certain social contexts can sometimes be transformed into doing what was possible" (Fontanetto [<reflink idref="bib24" id="ref58">24</reflink>], p. 129).</p> <hd id="AN0172040214-17">Educational dimension</hd> <p>We emphasize three categories that emerge from the young women's narratives in focus groups that had a close relationship with the school context: improvement in school performance from experience in projects; recognition by the school community, with greater visibility; and the meaning of intervention in their own community. Regarding school performance, they reported having increased interest and performance throughout the year of this study. A young woman from the MCE project reported that she had no "attraction" to STEM fields, such as chemistry and physics, and that, due to being involved in the project, she found that her interest in those classes increased. In the quotes from the TMC participants, the participants described not just a lack of interest, but a self-perception of inability, for example when one described herself in the following way: "I am horrible, I'm shit at physics" and "I cannot learn." The project experience seems to have been one of the factors that made them reframe their experience with their physics course at school, improving their performance and confidence, leading to them feeling able to understand and learn in classes, as shown in the quotes: "because of us having talked about it several times [in the project], every time the teacher spoke, I remembered the circuit we had been making in our meetings" and "the subject was much easier to digest and it was something that helped me to improve my grade."</p> <p>Recognition by the school community was mentioned in the context of presentations at science fairs and academic events, as well as in the interest of other colleagues in the activities developed by the youths. From her experience in the project, a young woman from the MCE project reported that she began to have a "different relationship with physics at school." The project became a target of interest for the school community when her colleagues asked where she went on Wednesdays–the day of the MCE project's weekly activities–and showed admiration when she mentioned that she worked with nanotechnology, an unusual topic. They described the school community's interest in the project presentation at the school's science fair: "teachers, adults and teenagers were very interested. The parents of the students, the grandparents. I think there were a lot of people asking me about the project (woman, MCE project)." The presentations at science fairs and events were described by the young women of the MCE project as one of the most remarkable moments they experienced during the project. They showed the work they developed to the school community and to a wider audience, and they felt valued and recognized by people at different stages of training, for example, "we presented to children, to the elementary school, then, suddenly, a PhD comes to hear you talking!".</p> <p>Another category that emerged in the narratives concerns the possibility of building something that interferes with their own daily lives within the school. In the MOI project, the young women engaged in building robotics projects that intervened in the physical space of the schools involved. In the first stage of the project, they learned basic knowledge of robotics and Arduino and, in the second stage, they applied this knowledge and intervened in their own community. They argued about the importance of acting within a space that is part of their daily life and the pride in leaving "something for the school."</p> <hd id="AN0172040214-18">Social dimension</hd> <p>We categorized aspects that concern structural social dimensions of the daily experiences of the youths in terms of: (i) Time, routine and domestic work; and (ii) Gender, race, class and location-based discrimination. Although they were on average between 15 and 16 years old, the girls who participated in the projects already had an intense routine between studying and household chores, as in the quote:I wake up early in the morning, about six o'clock and then I go to school. Then I arrive, I clean the house because I live with my grandmother and she is already 69 years old, so I have to help. Then I do the homework (woman, MOI project).</p> <p>From the analysis of the interviews and focus groups, we see the young women narrating a tiring daily life, in which they stayed, sometimes, for ten hours at school between classes and extracurricular activities and spent up to two hours per day commuting to and from their homes. Although they showed enthusiasm for extracurricular activities such as the analyzed projects, the young women complained about their constant tiredness and lack of leisure time. Taking responsibility for household chores and caring for family members was common among the participants. A young woman from the QUI project had to reorganize her routine of caring for her siblings in order to be able to participate in the project, as she was responsible for taking care of two sisters and a younger brother while her mother worked:I organized myself at home because I had routines. I have little sisters, so I had a routine because my mother works, so we had to adapt properly [to participate in the project]. I have to clean the house in the morning because every Tuesday and Thursday my little sister has tutoring because she has epilepsy, so she has a hard time learning. Then I had to take her to class, then I had to give lunch to my sisters, get them ready, get ready and take them to school (woman, QUI project).</p> <p>The young women's reports about their responsibility for domestic work coincide with the Brazilian reality of children and young women who assume these roles in the daily life of their homes, as observed in a survey conducted in 2013 with 1,771 girls aged 6 to 14 years in capitals in five regions of Brazil. Of the responding girls, 81.4% made their own bed, 76.8% washed dishes, 65.6% cleaned the house and 34.6% took care of their siblings. Meanwhile, only 11.6% of their male brothers made their own bed, 12.5% of their male brothers did the dishes and 11.4% of their male brothers cleaned the house (Plan Brasil [<reflink idref="bib43" id="ref59">43</reflink>]). The young women's narratives interrelate with the Biroli's ([<reflink idref="bib6" id="ref60">6</reflink>]) analysis when discussing that one of the fundamental implications of the sexual division of labor is the scarcity of free time and income for women, which, ultimately, leads to less political participation and decision-making. When a young woman from the QUI project narrated her difficulty in reconciling the routine of activities in the project with the routine of caring for her brothers, she exposed the racial and class dimension of reproductive work that makes the experiences of Black women from low-income communities different from those of White, middle-class women.</p> <p>To broach the experiences of discrimination, racism, and sexism perceived by the young women, we will discuss the concepts of stereotype threat and microaggression. The concept of "stereotype threat" concerns how the negative expectations of a stigmatized group produce the fear that this stigma will be confirmed and, consequently, affect their performance and the feeling of not belonging (Steele and Aronson [<reflink idref="bib54" id="ref61">54</reflink>]), which impacts the academic performance of young women and non-dominant groups (Spencer, Steele and Quinn [<reflink idref="bib53" id="ref62">53</reflink>]). Microaggressions can be defined as "brief, everyday exchanges that send denigrating messages to people of color because they belong to a racial group" (Sue, Capodilupo, Torino, Bucceri, Holder, Nadal and Esquilin [<reflink idref="bib55" id="ref63">55</reflink>], p. 272) and send subtle and often ambiguous negative messages (Grossman and Porche, [<reflink idref="bib26" id="ref64">26</reflink>]). Grossman and Porche ([<reflink idref="bib26" id="ref65">26</reflink>]) argued that, although groups of women and people of color both reported experiences of microaggressions, the social support perceived among girls and women led them to have scientific aspirations, and this association was not found for the analyzed ethnic/racial groups.</p> <p>In interviews and focus groups, young women reported different situations in which they experienced discriminatory practices, which involved: (i) Discrediting, appropriation and silencing of voices and knowledge; (ii) Unequal treatment between genders in the school environment and in sports practice; (iii) Sexist comments and sexual harassment; (iv) Prejudices about women's abilities in the sciences; and (v) Racial, geographical and class discrimination. Discredit, appropriation and silencing of their female voices were reported in their school experiences, as shown in the quote: "When I voiced my ideas, they usually didn't listen to me, but if a boy repeated the same idea as mine, they listened. They didn't listen to my idea because I was a girl" (woman, MOI project).</p> <p>Situations of harassment and exposure to sexist comments were also present in the statements of young women during the survey. In one of the reports, one of the women described the frequent occurrence of sexual harassment on public transport. One of the young women reported having experienced a situation of sexual harassment at school, highlighting the feeling of powerlessness over this situation. Restrictions on the choice of clothing and behaviors related to female stereotypes were also among the gender discriminations pointed out by the young women. They described a school trip in which they suffered discrimination based on the intersectional position they occupy, in their identity as Black women in intersection with their origin in an impoverished region in the Baixada Fluminense and for being public school students:We felt discriminated on a school trip. We went to visit the Municipal Theater. When we were there at the theater, the woman who was the guide turned to us and said: "You have to be very careful not to break things". Not to mention their looks at us, as if we didn't belong. We were very discriminated that time. (...) I think the discrimination is because we are from a public school, from the Baixada and still being Black (woman, TMC project).</p> <p>Their daily experiences pointed to different experiences of discrimination, stereotype threat, and microaggressions inside and outside of the school context. Far from addressing the historical inequities and oppressions that Black women experience throughout their lives, the space provided by projects guided by gender equity in STEM education can be catalysts for academic support and the sharing of experiences, as well as a safe space where youth can share these experiences of isolation, microaggression and discrimination. We point to the importance of broadly debating in school communities and academic spaces the concepts of implicit bias, stereotype threat and microaggressions to transform the dominant culture of institutions.</p> <hd id="AN0172040214-19">How do projects shape belonging in STEM?</hd> <p>Based on how the different aspects of the project dimensions shape belonging across these three spheres of influence, we suggest that sense of belonging was built at three different levels: (i) A sense of belonging to STEM fields, identifying the projects as spaces that promote self-confidence, visibility of their capacity and the possibility of making choices; (ii) A sense of belonging to the group, as they describe the project not only as a place for scientific learning, but as a safe place for sharing, supporting and encouraging peers; and (iii) A sense of belonging to the academic context, based on their visits to universities and research institutes.</p> <p>The young women from the TMC project discuss "having power over yourself," "that you have the option to choose," "that we are also capable in this world, in this society permeated with sexism," "it is not only men who have the right to choose all the possibilities of what they will follow as profession" and "see our lives in the STEM field." We observed the building of a sense of belonging to the group, as the participants appropriated the project space as a place of sharing, encouragement, and support. They highlighted that they started to converse with students from other school segments and describe the project not only as a place for learning, but as a safe space for sharing cultures:It's not just a project where we come to learn science. It's a project where we come to share our cultures, our thoughts, it's really cool. Because of these harassments that happened, it's so cool to have a moment just with the girls where there's no way for one girl to harass another. And besides, one girl encourages the others (woman, TMC project).</p> <p>The youths' opportunities to get to know and attend the spaces of universities and research institutes seems to have also promoted a sense of belonging to the academic context. The young woman from the MOI project narrated that she started imagining herself in these spaces after the visits, and they also mentioned the barriers present "for people who are public school students in low-income settings," regarding the university being an elitist space, and claim their legitimate presence as Black women, coming from a public school in low-income communities.</p> <p>Belonging would not mean inclusion into STEM as it is but opening what STEM experiences could be in terms of how they value youths' lived experiences. Being part of the projects was not only important in learning or practicing STEM, but also to feel confident in expanding their future possibilities in any direction they want to. In the academic scope, for example, belonging in STEM was achieved when the young woman described their improvement in performance and confidence, feeling able to understand and learn in classes, mentioning their experience in the projects. It was also related to school community recognition in the presentation of the project at the school's science fair, and how the projects supported critical youth agency in intervening in their school community with robotics and Arduino.</p> <p>We suggest that the projects studied in this article became "counter-spaces" based on the notions of diversity, representation, sense of belonging, and science identity. "Counter-spaces" in STEM education are considered safe spaces situated on the margins, outside of formal spaces, that are occupied by members of non-dominant groups (Solorzano, Ceja and Yosso [<reflink idref="bib51" id="ref66">51</reflink>]). We adopted the definitions of Solorzano, Ceja and Yosso ([<reflink idref="bib51" id="ref67">51</reflink>]) and Ong, Smith and Ko ([<reflink idref="bib41" id="ref68">41</reflink>]), who defined "counter-spaces" as safe academic and social spaces that allow students from non-dominant groups to: promote learning in which their experiences are validated and seen as critical knowledge; vent frustrations, sharing stories of isolation, microaggressions and discrimination; and challenge stereotypes about the abilities of people from non-dominant groups in order to establish a positive environment for exchange and promotion of self-confidence. For Ong, Smith and Ko ([<reflink idref="bib41" id="ref69">41</reflink>]), counter-spaces can be physical spaces, as in the case of conferences, but can also exist at the conceptual level and in relationships, as in mentoring and peer dynamics. From these references, we conceptualize projects guided by gender equity in STEM education in the context of the state of Rio de Janeiro as counter-spaces regarding the relationships between youths, in the mentoring relationships with coordinators and with undergraduates, and in the events and research institutions that the young women participated in and visited.</p> <p>Aligning this concept with standpoint theory (Harding [<reflink idref="bib27" id="ref70">27</reflink>]) and intersectional and decolonial feminist theory, the authors permit the consideration that, in these counter-spaces, women from the margins find spaces of resistance and possibility due to the unique position they occupy. When discussing the dynamic and relational aspects of social identities, Avtar Brah ([<reflink idref="bib7" id="ref71">7</reflink>]) argues that identity markers do not appear as necessarily limiting categories, and that differences are not strictly synonymous with inequality, oppression and subordination, but can refer to equity, diversity and forms of political resistance. Lugones ([<reflink idref="bib33" id="ref72">33</reflink>]) discusses, from the perspective of decolonial feminism, that resistance is the beginning of the political struggle and its possibility of happening. In counterpoint to Lugones ([<reflink idref="bib33" id="ref73">33</reflink>]) and hooks ([<reflink idref="bib28" id="ref74">28</reflink>]), Kilomba ([<reflink idref="bib34" id="ref75">34</reflink>]) argues that the position of the margin incorporates multiple places where new critical discourses take place. The building of an identity as a constant process of "becoming" should always be linked to sociopolitical context and the multiple and interconnected influences of systems of privilege and oppression in science, such as racism and sexism. This positioning would offer space for multiplicity, diversity, subjectivity and hybridity to exist and recognize the infinite ways to become a person with a science identity (Avraamidou [<reflink idref="bib3" id="ref76">3</reflink>]). Having a rightful presence means that the learning community, through its discourses, practices, and relationships, supports the ongoing political struggle for group membership based on personal characteristics and not conformity to the attitudes and behaviors expected by a particular group (Calabrese Barton, Kim and Tan [<reflink idref="bib12" id="ref77">12</reflink>]). Therefore, it is in the creation of counter-spaces in which young women from non-dominant groups, when feeling included and belonging, can claim their legitimate presence from an intersectional position.</p> <p>Understanding how projects shape belonging in STEM is looking how they provide counter space for intersectional engagement with what it means to belong, who belongs and how to do so. The ways in which the girls sought to belong to STEM, to the group and to the academic context challenge and the expand the discourses and possibilities for belonging. They are ascribing agency to themselves in a system where girls agency is marginalized. The counter narrative is that girls are capable and confident and willing to engage in STEM in ways that centers and values their lives and cultures.</p> <hd id="AN0172040214-20">Conclusion</hd> <p>In this article, the authors seek to understand the motivations, perceptions, and experiences of young women in projects guided by gender equity principles in informal science education that contribute to the building of a sense of belonging and identity in STEM from an intersectional perspective. One of the main contributions of this study is to look at the experiences of youth from a multifactorial perspective, which considers both motivations, interests in an individual dimension, and family, school, project, and social dimensions, as well as how ISL environments can collaborate in the creation of a more inclusive, equitable, and diverse science. The challenge of incorporating equity and inclusion in science communication is to increasingly look at youth "as who they are" and not "as who they should be" based on dominant standards on who is seen as an authority in the building of scientific knowledge.</p> <p>When investigating the experiences and perceptions of young women who participated in Brazilian, gender equity-oriented projects in STEM education, we noticed that the projects helped the participants assert their interests and capabilities, valuing their own skills in these areas, promote self-confidence, participatory and experimental methodologies, and support the building of a sense of belonging to the community and the academic context. Having inclusive spaces for women, in which they feel safe, where they can engage in dialogue without being judged and discriminated against, in which they can see themselves represented in the figure of other female researchers at different points in their careers, seems to be important indicators of how to build this sense of belonging, breaking and transforming the dominant structures for the building of scientific knowledge.</p> <p>In Brazil, with the rise of a conservative political scenario in recent years, the authors observe both a discontinuity of policies that foster science communication and of policies oriented toward gender equity (Sígolo, Gava and Unbehaum [<reflink idref="bib50" id="ref78">50</reflink>]). The authors affirm the importance of reversing this paradigm of dismantling scientific institutions and the reductions of funds available for Brazilian science, as well as the need to expand policies that are guided by principles of equity and inclusion in education and science communication.</p> <p>We intend to demonstrate with this research the importance that policies such as the CNPq's calls for Girls in Sciences, Engineering and Computing have provided both for women, mostly Black, students from public schools in low-income settings and residents of socially vulnerable regions, as well as for researchers, teachers, and undergraduate students in STEM fields. In addition, we seek to contribute to the strengthening and consolidation of the field of research on inclusive, feminist and diverse science communication. If science communication does not place equity and inclusion at the heart of its debate, it will continue to operate from unequal and exclusive structural conditions. As Polino and Castelfranchi ([<reflink idref="bib44" id="ref79">44</reflink>]) argued, scientific culture policies cannot be developed without relating to social inclusion policies. To affect structural changes, as Emily Dawson ([<reflink idref="bib22" id="ref80">22</reflink>]) discussed, it is necessary for groups and institutions that hold power to assume their privileges and vulnerabilities, taking a position on and addressing the issues of inclusion and exclusion in science communication. From feminist studies on the framework of science, the authors corroborate Veronica Costa's considerations ([<reflink idref="bib19" id="ref81">19</reflink>], p. 203) on the importance of "opening science communication to situated knowledge." Taking a position and critically discussing the alleged objectivity and neutrality of scientific knowledge is fundamental to the field of practice and research in science communication.</p> <p>When looking at projects from the perspective of the inclusive science communication model (Canfield, Menezes and Liu [<reflink idref="bib14" id="ref82">14</reflink>]), based on the narratives of these young women, we suggest that the projects studied contemplate the principle of intentionality, since they are intentionally developed for young women from non-dominant groups–and include students, mostly Black, from public schools, and in vulnerable regions. Intentionality also concerns recognizing the discrimination, oppression, and historical inequities experienced by non-dominant groups. However, we suggest that there could be more efforts toward the principles of reciprocity and reflexivity. Reciprocity would involve the collaborative creation of the design and development of the project with the young people involved, working together "with" them, and not just "for" them, through equitable relationships that recognize and value different forms of expertise. In order to achieve this, using the principle of reflexivity as a guide could help the coordinating team maintain a continuous, critical, and systematic reflection on their positionalities, privileges, identities, practices, and results in order to break with hierarchical power relations and rethink unfair practices and interactions.</p> <p>Based on equitable practices in the ISL context (YESTEM Project Team [<reflink idref="bib57" id="ref83">57</reflink>]), the authors suggest that these projects have developed practices such as shifting narratives, which is about intentionally challenging and seeking new stories about who counts as a scientist and who can do science; to reclaim the rightful presence of non-dominant groups, which was present at different times in the narratives of young women as they claimed their right to be in scientific spaces; and to embrace the humanity of young women, valuing each person for who they are rather than who they should be. The authors propose that it is still possible to move toward more equitable practices with regard to sharing authority; critically being with non-dominant communities, critically reflecting on the coordinating team's positionality; explicitly and publicly recognizing the knowledge and practices that non-dominant groups bring to non-formal education experiences; and co-designing activities.</p> <p>Investigating the power relations in the dynamics between coordinators, teachers, and young people through the dynamics adopted by the projects, as well as how to recognize and build less asymmetrical relationships, are two potential paths for further investigation. One such analysis would involve ascertaining how the design of activities and the relationships established between mentors and youth facilitated or hindered the validation and recognition of young women within the space built by the projects. A possible strategy to be adopted in the future is the "research-practice partnership" (Penuel [<reflink idref="bib42" id="ref84">42</reflink>]). Engaging both youth and educators in research-practice partnership relationships from a participatory ethnography in long-term studies can be an important strategy to focus youth voices and perspectives from non-dominant groups (Calabrese Barton, Greenberg, Kim, Brien, Roby, Balzer, and Archer [<reflink idref="bib13" id="ref85">13</reflink>]). From these reflections, questions that can be developed in future studies include: how can informal science learning environments be built collectively with young people, taking their interests into account? How can environments be built in which researchers, educators, and young people feel encouraged to contribute with their knowledge, interests, and proposals for action? How can school communities and families be incorporated throughout the development of informal science learning initiatives? How can these actions be more permanently integrated into the daily life of universities and schools?</p> <p>To conclude, the authors point out the key insights gleaned from this study, which concern the importance of: (i) Having women at different career levels working together on projects, seeking to break asymmetrical power relationships; (ii) Have an intersectional approach in terms of team composition, the communities involved, the events promoted, and the spaces visited, seeking diversity in terms of race, location, class, gender, sexuality, and ability, among other markers of difference; (iii) Promote the debate on scientist and gender stereotypes in education and scientific dissemination; (iv) Take young people to visit spaces where science is produced, that is, universities, research institutes, museums and science centers, facilitating the construction of a sense of belonging; (v) Give centrality to young people, taking into account their experiences, knowledge, and contributions in the conception, development and evaluation of projects; (vi) Focus on building relationships, with scientific activities as a means and not an end; (vii) Provide safe spaces for listening and welcoming; (viii) Discuss sensitive topics related to the daily experiences of discrimination of young women, such as harassment, prejudice, microaggressions and threat by stereotype; (ix) Include families and school communities in the design and development of projects; (x) Women-only groups can provide a sense of security, self-confidence and belonging; (xi) Provide spaces in which young women can lead academic discussions, such as presentations at scientific events, science fairs, and spaces for scientific dissemination; (xii) Develop active teaching methodologies, in which it is possible to build knowledge through experimentation and youth leadership; (xiii) Share experiences with other researchers, expanding and connecting networks on the subject of gender, feminism, intersectionality, and STEM; (xiv) Active positioning in favor of breaking and transforming asymmetrical power relations between, for example, coordinators, teachers, and young people; and (xv) Have continuous funding for the development of long-term projects in which it is possible to build relationships of trust between researchers, educators, and young people.</p> <hd id="AN0172040214-21">Acknowledgements</hd> <p>The first author thanks the Brazilian National Council for Scientific and Technological Development (CNPq) for their doctoral grant, and Fulbright for the Doctoral Dissertation Research Award. The second author thanks the CNPq for the Productivity Scholarship 1B and the Rio de Janeiro Research Foundation Carlos Chagas Filho (FAPERJ) for the Scientist of Our State. The authors are grateful for the reflections of and dialogue with the researchers of the MSTEM-RJ network, from Rio de Janeiro, Brazil. This study was held in the scope of Brazil's National Institute of Public Communication of Science and Technology, with the support of CNPq and FAPERJ.</p> <hd id="AN0172040214-22">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0172040214-23"> <title> References </title> <blist> <bibl id="bib1" idref="ref28" type="bt">1</bibl> <bibtext> Akotirene, C. (2019). Interseccionalidade. Pólen Produção Editorial LTDA. 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YESTEM Insight 2: What are Core Equitable Practices in informal STEM learning?<ulink href="http://yestem.org/wp-content/uploads/2021/02/2021-YESTEM-Insight-2-Core-Equitable-Practices.pdf">http://yestem.org/wp-content/uploads/2021/02/2021-YESTEM-Insight-2-Core-Equitable-Practices.pdf</ulink></bibtext> </blist> </ref> <aug> <p>By Gabriela Reznik; Luisa Massarani and Angela Calabrese Barton</p> <p>Reported by Author; Author; Author</p> <p></p> <p>Gabriela Reznik is a Science Communication researcher and a Postdoctoral researcher at the Master in Public Communication of Science, Technology, and Health, at the Museum of Life, at House of Oswaldo Cruz, Oswaldo Cruz Foundation, Brazil.</p> <p>Luisa Massarani is a Science Communication researcher at the House of Oswaldo Cruz/Oswaldo Cruz Foundation and coordinator of Brazilian National Institute of Public Communication of Science and Technology, Brazil.</p> <p>Angela Calabrese Barton is a Professor of the Learning Sciences and Science Education at the University of Michigan, EUA.</p> </aug> <nolink nlid="nl1" bibid="bib41" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib47" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib34" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib33" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib28" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib10" firstref="ref9"></nolink> <nolink nlid="nl7" bibid="bib29" firstref="ref10"></nolink> <nolink nlid="nl8" bibid="bib21" firstref="ref12"></nolink> <nolink nlid="nl9" bibid="bib11" firstref="ref13"></nolink> <nolink nlid="nl10" bibid="bib12" firstref="ref14"></nolink> <nolink nlid="nl11" bibid="bib38" firstref="ref18"></nolink> <nolink nlid="nl12" bibid="bib17" firstref="ref19"></nolink> <nolink nlid="nl13" bibid="bib39" firstref="ref20"></nolink> <nolink nlid="nl14" bibid="bib16" firstref="ref21"></nolink> <nolink nlid="nl15" bibid="bib37" firstref="ref22"></nolink> <nolink nlid="nl16" bibid="bib20" firstref="ref25"></nolink> <nolink nlid="nl17" bibid="bib18" firstref="ref27"></nolink> <nolink nlid="nl18" bibid="bib25" firstref="ref32"></nolink> <nolink nlid="nl19" bibid="bib45" firstref="ref34"></nolink> <nolink nlid="nl20" bibid="bib56" firstref="ref35"></nolink> <nolink nlid="nl21" bibid="bib31" firstref="ref36"></nolink> <nolink nlid="nl22" bibid="bib32" firstref="ref38"></nolink> <nolink nlid="nl23" bibid="bib14" firstref="ref39"></nolink> <nolink nlid="nl24" bibid="bib15" firstref="ref41"></nolink> <nolink nlid="nl25" bibid="bib35" firstref="ref42"></nolink> <nolink nlid="nl26" bibid="bib40" firstref="ref43"></nolink> <nolink nlid="nl27" bibid="bib50" firstref="ref44"></nolink> <nolink nlid="nl28" bibid="bib46" firstref="ref45"></nolink> <nolink nlid="nl29" bibid="bib49" firstref="ref46"></nolink> <nolink nlid="nl30" bibid="bib48" firstref="ref49"></nolink> <nolink nlid="nl31" bibid="bib36" firstref="ref50"></nolink> <nolink nlid="nl32" bibid="bib52" firstref="ref51"></nolink> <nolink nlid="nl33" bibid="bib23" firstref="ref53"></nolink> <nolink nlid="nl34" bibid="bib30" firstref="ref54"></nolink> <nolink nlid="nl35" bibid="bib24" firstref="ref56"></nolink> <nolink nlid="nl36" bibid="bib43" firstref="ref59"></nolink> <nolink nlid="nl37" bibid="bib54" firstref="ref61"></nolink> <nolink nlid="nl38" bibid="bib53" firstref="ref62"></nolink> <nolink nlid="nl39" bibid="bib55" firstref="ref63"></nolink> <nolink nlid="nl40" bibid="bib26" firstref="ref64"></nolink> <nolink nlid="nl41" bibid="bib51" firstref="ref66"></nolink> <nolink nlid="nl42" bibid="bib27" firstref="ref70"></nolink> <nolink nlid="nl43" bibid="bib44" firstref="ref79"></nolink> <nolink nlid="nl44" bibid="bib22" firstref="ref80"></nolink> <nolink nlid="nl45" bibid="bib19" firstref="ref81"></nolink> <nolink nlid="nl46" bibid="bib57" firstref="ref83"></nolink> <nolink nlid="nl47" bibid="bib42" firstref="ref84"></nolink> <nolink nlid="nl48" bibid="bib13" firstref="ref85"></nolink>
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  Label: Title
  Group: Ti
  Data: Informal Science Learning Experiences for Gender Equity, Inclusion and Belonging in STEM through a Feminist Intersectional Lens
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Reznik%2C+Gabriela%22">Reznik, Gabriela</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8113-7505">0000-0002-8113-7505</externalLink>)<br /><searchLink fieldCode="AR" term="%22Massarani%2C+Luisa%22">Massarani, Luisa</searchLink><br /><searchLink fieldCode="AR" term="%22Calabrese+Barton%2C+Angela%22">Calabrese Barton, Angela</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Cultural+Studies+of+Science+Education%22"><i>Cultural Studies of Science Education</i></searchLink>. Sep 2023 18(3):959-984.
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  Data: 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/
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 26
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Intersectionality%22">Intersectionality</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Relationship%22">Family Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Fairness%22">Sex Fairness</searchLink><br /><searchLink fieldCode="DE" term="%22Feminism%22">Feminism</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Choice%22">Career Choice</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Class%22">Social Class</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Role%22">Sex Role</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged%22">Disadvantaged</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink>
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  Label: DOI
  Group: ID
  Data: 10.1007/s11422-023-10149-4
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  Label: ISSN
  Group: ISSN
  Data: 1871-1502<br />1871-1510
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2023
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  Label: Accession Number
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  Data: EJ1392966
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        Value: 10.1007/s11422-023-10149-4
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      – Text: English
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        PageCount: 26
        StartPage: 959
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Gender Differences
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      – SubjectFull: STEM Education
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      – SubjectFull: Intersectionality
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      – SubjectFull: Student Motivation
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      – SubjectFull: Females
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      – SubjectFull: Brazil
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      – TitleFull: Informal Science Learning Experiences for Gender Equity, Inclusion and Belonging in STEM through a Feminist Intersectional Lens
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              Type: published
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