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Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs.

Archer, L., Godec, S., Calabrese Barton, A., Dawson, E., Mau, A. and Patel, U., 2021. Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs. Science Education, 105 (1), 166 - 203.

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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.

Item Type:Article
ISSN:0036-8326
Additional Information:Research Funding National Science Foundation; Wellcome Trust; Economic and Social Research Council
Uncontrolled Keywords:Bourdieu; equity/social justice; informal science learning (ISL)
Group:University Executive Team
ID Code:36426
Deposited By: Unnamed user with email symplectic@symplectic
Deposited On:04 Jan 2022 10:51
Last Modified:04 Jan 2022 10:51

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