Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs
Authors: Archer, L., Godec, S., Calabrese Barton, A., Dawson, E., Mau, A. and Patel, U.
Journal: Science Education
Volume: 105
Issue: 1
Pages: 166-203
eISSN: 1098-237X
ISSN: 0036-8326
DOI: 10.1002/sce.21602
Abstract:Supporting more equitable participation in science, technology, engineering, and mathematics (STEM) remains a key, persistent educational challenge. This paper employs a sociological Bourdieusian lens to explore how equitable youth outcomes might be supported through informal science learning (ISL). Drawing on multimodal, ethnographic data from four case study youth aged 11–14 from two ISL programs, we identify four areas of practice that were enacted to a greater or lesser extent in the programs in support of equitable youth outcomes. We identify how the equitable potential of these practices was realized through a disruption of dominant power relations. It is argued that ISL should focus on changing the field, rather than young people. Affordances and limitations of the Bourdieusian lens are discussed.
https://eprints.bournemouth.ac.uk/36426/
Source: Scopus
Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs.
Authors: Archer, L., Godec, S., Calabrese Barton, A., Dawson, E., Mau, A. and Patel, U.
Journal: Sci Educ
Volume: 105
Issue: 1
Pages: 166-203
ISSN: 0036-8326
DOI: 10.1002/sce.21602
Abstract:Supporting more equitable participation in science, technology, engineering, and mathematics (STEM) remains a key, persistent educational challenge. This paper employs a sociological Bourdieusian lens to explore how equitable youth outcomes might be supported through informal science learning (ISL). Drawing on multimodal, ethnographic data from four case study youth aged 11-14 from two ISL programs, we identify four areas of practice that were enacted to a greater or lesser extent in the programs in support of equitable youth outcomes. We identify how the equitable potential of these practices was realized through a disruption of dominant power relations. It is argued that ISL should focus on changing the field, rather than young people. Affordances and limitations of the Bourdieusian lens are discussed.
https://eprints.bournemouth.ac.uk/36426/
Source: PubMed
Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs
Authors: Archer, L., Godec, S., Calabrese Barton, A., Dawson, E., Mau, A. and Patel, U.
Journal: SCIENCE EDUCATION
Volume: 105
Issue: 1
Pages: 166-203
eISSN: 1098-237X
ISSN: 0036-8326
DOI: 10.1002/sce.21602
https://eprints.bournemouth.ac.uk/36426/
Source: Web of Science (Lite)
Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs
Authors: Archer, L., Godec, S., Calabrese Barton, A., Dawson, E., Mau, A. and Patel, U.
Journal: Science Education
Volume: 105
Pages: 166-203
Publisher: Wiley Periodical LLC
DOI: 10.1002/sce.2162
https://eprints.bournemouth.ac.uk/36426/
Source: Manual
Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs.
Authors: Archer, L., Godec, S., Calabrese Barton, A., Dawson, E., Mau, A. and Patel, U.
Journal: Science education
Volume: 105
Issue: 1
Pages: 166-203
eISSN: 1098-237X
ISSN: 0036-8326
DOI: 10.1002/sce.21602
Abstract:Supporting more equitable participation in science, technology, engineering, and mathematics (STEM) remains a key, persistent educational challenge. This paper employs a sociological Bourdieusian lens to explore how equitable youth outcomes might be supported through informal science learning (ISL). Drawing on multimodal, ethnographic data from four case study youth aged 11-14 from two ISL programs, we identify four areas of practice that were enacted to a greater or lesser extent in the programs in support of equitable youth outcomes. We identify how the equitable potential of these practices was realized through a disruption of dominant power relations. It is argued that ISL should focus on changing the field, rather than young people. Affordances and limitations of the Bourdieusian lens are discussed.
https://eprints.bournemouth.ac.uk/36426/
Source: Europe PubMed Central
Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs
Authors: Archer, L., Godec, S., Calabrese Barton, A., Dawson, E., Mau, A. and Patel, U.
Journal: Science Education
Volume: 105
Issue: 1
Pages: 166-203
ISSN: 0036-8326
Abstract:Supporting more equitable participation in science, technology, engineering, and mathematics (STEM) remains a key, persistent educational challenge. This paper employs a sociological Bourdieusian lens to explore how equitable youth outcomes might be supported through informal science learning (ISL). Drawing on multimodal, ethnographic data from four case study youth aged 11–14 from two ISL programs, we identify four areas of practice that were enacted to a greater or lesser extent in the programs in support of equitable youth outcomes. We identify how the equitable potential of these practices was realized through a disruption of dominant power relations. It is argued that ISL should focus on changing the field, rather than young people. Affordances and limitations of the Bourdieusian lens are discussed.
https://eprints.bournemouth.ac.uk/36426/
Source: BURO EPrints