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Peer-reviewed article

Creating hybrid spaces for engaging school science among urban middle school girls

January 1, 2008 | Informal/Formal Connections
The middle grades are a crucial time for girls in making decisions about how or if they want to follow science trajectories. In this article, the authors report on how urban middle schoolgirls enact meaningful strategies of engagement in science class in their efforts to merge their social worlds with the worlds of school science and on the unsanctioned resources and identities they take up to do so. The authors argue that such merging science practices are generative both in terms of how they develop over time and in how they impact the science learning community of practice. They discuss the implications these findings have for current policy and practice surrounding gender equity in science education.

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  • Edna Tan
    Author
    University of North Carolina, Greensboro
  • 2014 11 19 Calabrese Barton Angela 2014
    Author
    Michigan State University
  • Ann Rivet
    Author
    Columbia University
  • Citation

    Publication Name: American Educational Research Journal
    Volume: 45
    Number: 1
    Page Number: 68
    Resource Type: Research Products
    Discipline: Education and learning science | General STEM
    Audience: Middle School Children (11-13) | Educators/Teachers | Museum/ISE Professionals
    Environment Type: Informal/Formal Connections | K-12 Programs
    Access and Inclusion: Women and Girls | Urban

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