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

January 1, 2013 | Public Programs
This study focused on girls’ engagement with science and how they negotiate identities with and in opposition to science in a three-year study of community-based afterschool initiatives. Rahm conducted a multi-sited ethnography, observing girls’ whose families had recently immigrated to Montreal, Canada and were participating in a community organization creating science newsletters and science fair projects.

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  • 2014 04 24 noname
    Author
    Exploratorium
  • Citation

    Resource Type: Research Brief
    Discipline: Education and learning science | General STEM | Social science and psychology
    Audience: Middle School Children (11-13) | Youth/Teen (up to 17) | Educators/Teachers | Museum/ISE Professionals
    Environment Type: Public Programs | Afterschool Programs
    Access and Inclusion: Women and Girls

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