Females in Science Education: White Is the Norm and Class, Language, Lifestyle, and Religion Are Nonissues

Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning

“…The model was designed as a practical tool to help support ISL practice, but we suggest that it may also have a role to play as a resource that can support ongoing efforts to re-imagine of ISL in more socially just ways and help support the practice of educators, who—as a long history of existing research underlines—may wittingly or unwittingly reproduce injustices through their practice (as epitomised by the extensive work of Mary Atwater and colleagues, such as Atwater 2000 ). For instance, the model can be seen as a practical tool to help foreground questions such as whose identities, knowledges and ways of knowing are being recognised and legitimated in and through ISL programmes?…”

Applying the principles of culturally sustaining pedagogy to a model for justice-oriented school science pedagogy in England: the science capital teaching approach

“…In the UK, much of the considerable effort that has been directed at trying to increase and widen STEM participation has arguably been based on deficit assumptions, whereby under-represented communities have been assumed to lack particular knowledge, attitudes or motivation (such as a lack of interest in science or a lack of understanding of the breadth and/or benefits of STEM careers). However, research has shown that the majority of young people aged 10-18 actually find science interesting (for example, DeWitt et al, 2011) and that instead dominant racialised, classed and gendered inequalities and school science practices, relations and forms of representation can alienate and exclude even highly interested young people from science (for example, Archer et al, 2018;Atwater, 2000). Such work highlights the importance of changing school STEM-related curricula and pedagogical practices.…”

Can the subaltern ‘speak’ science? An intersectional analysis of performances of ‘talking science through muscular intellect’ by ‘subaltern’ students in UK urban secondary science classrooms

“…In more recent years, studies have drawn attention to how, within many science classrooms, underserved students feel marginalised and excluded in schools and universities. For instance, Mary Atwater (2000) discusses how many Black American students experience low teacher expectations and are denied equitable opportunities to engage with science, as the dominant culture of science assumes a white norm and marginalises issues of class, language, religion and other axes of oppression.…”