STEM of Desire

Letts, Will; Fifield, Steve

doi:10.1163/9789004331068

Cited by 19 publications

(3 citation statements)

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“…There have been waves of research theorizing best practices for approaching LGBTQ+ inclusive science education reform—though much has been published outside of mainstream science education journals (Ah‐King, 2013; Cooper et al, 2020; Fifield & Letts, 2014; Gunckel, 2009; Hoston, 2018; Letts, 2001; Letts & Fifield, 2019a) or isolated to special issues focusing on queer and feminist perspectives in science education (Fifield & Letts, 2014; Lundin, 2014; Orlander, 2014). There also remains a general lack of consensus from education communities on what constitutes gender‐ and LGBTQ+‐inclusive science curriculum (Wright & Delgado, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

“…A significant number of studies published over the last five years were part of a textbook, STEM of Desire: Queer Theories and Science Education (Letts & Fifield, 2019b), that further explored integrations of queer critique into various STEM disciplines. A few of these studies situated discussions of transness within a broadly queer approach but were generally not explicitly or directly trans.…”

Section: Literature Reviewmentioning

confidence: 99%

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A (TRANS)formative approach to gender‐inclusive science education

Rende Mendoza,

Johnson

2024

J Res Sci Teach

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The teaching of science in K‐12 schools has long been criticized as a process that propagates oppression for students who do not conform to entrenched norms of gender, sex, and sexuality. Academic standards, curriculum, and textbooks are rife with rhetoric that reinforces any deviation from cisheterosexuality as aberrant, unusual, or abnormal. However, these often‐over‐simplified conceptions discount the historic social and scientific intricacies of gender and sexual diversity as well as students' own lived experiences. While there have been advancements in LGBTQ+ and gender‐inclusive science education reform, these movements have been stymied by a lack of cohesive guidelines for pedagogy and practice, particularly for trans, nonbinary, and gender‐creative youth. Situated within trans‐created conceptual frameworks for critical education, this study explored the pedagogical practices of 10 transgender science teachers with the purpose of learning from their experiences creating gender inclusive curriculum. From the data (in‐depth interviews, instructional materials samples, and reflective teaching statements) emerged the TRANS (Trans and Research‐informed Approaches for Nonbinary and gender‐inclusive Science education) Framework for gender inclusive science education pedagogy. This framework is anchored in three domains for teaching science through a trans‐informed lens:interrogating and accessing power, resisting essentialism, and embracing experiential knowledge and personal epistemologies. The findings of this study contribute to our growing understanding of gender‐inclusive science learning environments. Importantly, this study amplified the experiential knowledge of teachers whose voices are critically absent from research surrounding gender and LGBTQ+‐inclusive science education practice. Moreover, the framework derived from teachers' experiences can be used to guide educators in making their science classrooms safer and more gender inclusive.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

A (TRANS)formative approach to gender‐inclusive science education

Rende Mendoza,

Johnson

2024

J Res Sci Teach

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“…For decades, STEM education research has been seeking to understand and address issues of equity and access, often with the common goal of increasing or improving the “school‐to‐STEM pipeline” (Blickenstaff, 2005; Rozek et al, 2019; Subotnik et al, 2010; van den Hurk et al, 2019). The result of these decades of research has ranged from studies highlighting the deficits of Black, Indigenous, people of color, and queer (BIPOCQ) peoples (Harper, 2010) to highlighting inspiring counter stories of BIPOCQ people's creation and participation in STEM spaces (Letts & Fifield, 2019; Calabrese Barton et al, 2014). This body of research has significantly contributed to increasing BIPOCQ people's access to STEM experiences and understanding the challenges of participating in “traditional” STEM environments.…”

Section: The Need To Decolonize Stem Educationmentioning

confidence: 99%

Toward decolonizingSTEM: Centering place and sense of place forcommunity‐based problem‐solving

2023

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Given the growing global environmental threats, shifts to increasingly binary thinking that isolate and polarize discourse, and the erosion of caring for each other and our places, the authors believe it is imperative that we change the way science and science, technology, engineering, and math (STEM) education connect with communities and are taught in school. As part of the larger study, this paper explores how the integration of STEMS2 Pedagogy with community based problem solving (re)shapes two case‐study teachers' learning environments and serves as a tool to facilitate decolonizing STEM education by addressing the research question. Research question: How does the integration of community‐based problem‐solving and STEMS2 Pedagogy impact how the case study teachers think about STEM education and the design of STEM curriculum? Drawing from longitudinal critical ethnographic case studies and Hawaiian hermeneutics frameworks, two public school educators (co‐authors), we collected data between Fall 2017 to Fall 2021. The inductive analysis process described above resulted in two key claims: (1) Grounding STEM instruction in place strengthens sense of place and kuleana, and (2) Strengthening one's sense of kuleana changes the measure of success.

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Josephus'sJudean War

Mason¹

2015

A Companion to Josephus

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STEM of Desire

Cited by 19 publications

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A (TRANS)formative approach to gender‐inclusive science education

A (TRANS)formative approach to gender‐inclusive science education

Toward decolonizingSTEM: Centering place and sense of place forcommunity‐based problem‐solving

Josephus'sJudean War

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