Advocating for equitable science‐learning opportunities for girls in an urban city youth club and the roadblocks faced by women science educators*

Abstract

This article reports on a study that examined the obstacles women science educators faced as they facilitated Explorers, an after-school science program for girls aged 6±12. The program aimed to provide girls with opportunities to legitimately participate in science activity. Explorers was one of several programs offered by the Foothills City Youth Club (FCYC) in a racially diverse urban center in the Southwestern United States. The youth club was meant to serve the needs of children and youth in that community. Through analysis of ®eld notes, interviews, and documents, the social structures and forces that impeded the implementation of practices and the acquisition of capital are described. They include: (a) inadequate funding and community support, (b) con¯icting beliefs between FCYC leaders and community leaders about the needs of boys and girls, and 3) inequitable decision-making structures of the community. Underlying beliefs, structures, and practices within the community weakened the FCYC in many ways, interrupted the leadership's attempts to meet their goals as they worked with the community's children, and brought to the surface issues of bias and oppression. ß

Sociocultural Factors Influencing Students' Learning in Science and Mathematics: An Analysis of the Perspectives of African American Students

“…In this essay, he emphasized learning as a voluntary action, suggesting that a refusal to learn can be a student's way of responding to perceived presences of racism and sexism. For the students, the teachers are gatekeepers with the status and power to provide, confer, and deny access to capital, resources, and legitimacy (Davis, 2002). Since the students do not possess the cultural capital (Bourdieu, 1993) required for substantiating legal access and ownership, their entry into science and mathematics fields could be quite discouraging (Davis, 2002).…”

“…For the students, the teachers are gatekeepers with the status and power to provide, confer, and deny access to capital, resources, and legitimacy (Davis, 2002). Since the students do not possess the cultural capital (Bourdieu, 1993) required for substantiating legal access and ownership, their entry into science and mathematics fields could be quite discouraging (Davis, 2002). Bourdieu (1977) referred to "symbolic violence" as an invisible execution of power, in which individuals are subtly excluded in a manner that seems legitimate.…”

Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students

“…The results of these programs that use an inquiry approach have been mixed, with many showing a positive impact on girls' science attitudes and long-term career choices (Baker 2013;Brickhouse et al 2000;Fadigan and Hammrich 2004;Jovanivich and King 1998;Kahle and Damnjanovic 1994;Mattern and Schau 2002;Palmer 2009;Stake and Mares 2001), as well as some neutral outcomes (Carlone 2004;Davis 2002;Jayaratne et al 2003; BaramTsabari et al 2009). Given that inquiry-based learning has produced some promising results, it is critical that educators come to better understand how this approach can improve girls' science attitudes and content knowledge.…”

Girls' Groups and Boys' Groups at a Municipal Technology Centre

“…A number of projects both inside and outside of school have been carried out to increase girls' interest in these subjects (Davis, 2002;Denner, Werner, Bean, & Campe, 2005;Guertin & Rufo, 2004;Lichtman, 1999;Rosser, 1998). This article describes one such project in the field of technology, in a municipal technology centre.…”