Science, technology, engineering, and mathematics (STEM) identity has become a popular lens in science education research. However, few studies have looked at how using the interpersonal, structural, cultural, and disciplinary domains of power sheds light on how women of color differently navigate the various cultures of formal and informal schooling as well as college science and math departments. This paper uses narrative inquiry methodology to examine how a young Black woman constructs science and math identities through stories about her previous experiences becoming a science and math person. By also framing it within intersectionality and employing a storied-identity lens, this study provides insight into how stories that shape identities inform her science and math identities. Specifically, this study looked at how she navigated the emotions and social experiences that fostered an interwoven storied science, math, and racial identity across different times, spaces, and settings. It highlights how a strong sense of belonging in her science and math trajectories was positively influenced through various sources and moments of recognition from community influences (e.g., family, peers, and faculty) and structural disruptions (e.g., the HBCU
High school physics enrollment in the United States of America is low compared to other science disciplines. Since physics is a requirement for most STEM related degrees, not having experience in this discipline in high school can affect how well a student adjusts to science related majors during college. Taking physics during high school benefits students because it gives them the fundamental conceptual knowledge for science and engineering. However, data obtained from a study by Heitin shows that two out of five high schools in the U.S [1] do not offer physics. This is of great concern, because with the recent push for a more scientifically literate population through many STEM initiatives around the country, increasing the number of students who enroll in high school physics courses is of paramount importance. This study aimed to explore factors related to high school students' decisions regarding enrolling in physics courses. Data for this study were gathered by an electronic survey of high school seniors in a select district in the Southeastern U.S. The findings were explored to identify ways to increase enrollment in physics courses within the district. Results suggest that external factors such as family structure, employment outside school, peer support, future plans for after high school, and academic influences such as guidance counseling influenced students' decision to take physics during high school. The findings of the study implicates there needs to be more effort from personnel in school districts such as school administrators and guidance counselors to encourage more students to enroll in physics courses while in high school.
There is a wide variety of ways for instructors to seek to improve diversity, equity, inclusion, and respect (DEIR) in chemistry through their instruction. One way is to talk with students explicitly about equity and injustice in science. We propose a curricular framework for teaching about equity as a way to improve DEIR in science classes at the high school and college levels. The framework has six parts, including expansive framing, buy-in, active and collaborative learning, action, flexible content, and science as a context for learning. We also present the Underrepresentation Curriculum as an example of the framework for teaching about equity in science in action. The Underrepresentation Curriculum (underrep.com) is a flexible set of lesson plans that aims to help students learn about and take action to improve equity in science.
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