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

This three-year study focused on girls' engagement with science and how they negotiate identities with and in opposition to science in a community-based afterschool program. The study Rahm reports on here is part of a larger multi-sited ethnography of learning and identity in science. She observed girls whose families had recently immigrated to Montreal, Canada and were participating in an afterschool program focused on creating science newsletters and science fair projects. These observations were supplemented by interviews with students and instructors. Twelve girls from ages 11 to 14 participated in the activity each year (2008-2011). The students' families had mixed immigration histories coming from Morocco, Congo, Caribbean, Greater Antilles, Bangladesh and Sri Lanka. Original Article: Rahm, J. (2012). Collaborative imaginaries and multi-sited ethnography: space-time dimensions of engagement in an afterschool science programme for girls. Journal of the Learning Science 7(2), 247-264

Author RISEnet Member Contributor
Molly Shea Ta-Shana Taylor
Date Tags
May 28, 2014 gender, disparities/stereotypes, research/report/data, STEM
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Science Central's Ms. Tech Camp

With support from a Girls RISEnet Minigrant, Science Central, a hands-on science center in northeast Indiana, partnered with the Boys and Girls Club of Fort Wayne and the Fort Wayne Urban League, as well as the general public, to host our first ...Read More

Privacy Policy | The Girls RISE (Raising Interest in Science and Engineering) National Museum Network is funded by Grant No. HRD-0937245 from the National Science Foundation (NSF), Human Resource Development, Research on Gender in Science and Engineering Extension Services (GSE/EXT) Program. Project collaborators include the Patricia and Phillip Frost Museum of Science, the Association of Science-Technology Centers (ASTC) and SECME, Inc. The project seeks to increase the capacity of science centers and museums to interest girls from underrepresented populations in the engineering sciences