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Science Education, Capital, and Power
Mon, April 16, 12:25 to 1:55pm, Sheraton Wall Centre, Floor: Third Level, North Junior Ballroom BSession Submission Type: Symposium
Abstract
This symposium explores how ‘capital’ and ‘power’ are integral to the production of uneven patterns of learning and participation in science within schools and out-of-school settings, with a particular focus on understanding how social inequalities of gender, ‘race’/ethnicity and socioeconomic status operate (and interactions of capital and power with ‘identity’). The papers report on both theoretical analysis (Claussen & Osborne) and empirical research, utilising ethnography (Carlone et al; Kang et al; Rahm), survey and interview methods (Archer & DeWitt). The session brings together an international collection of research, from the US (Claussen; Carlone, Kang et al), UK (Archer) and Canada (Rahm). The papers not only advance existing knowledge but also identify strategies and new directions for implementing change within science education.
Sub Unit
Chair
Papers
The Mis-selling of Science Education: Bourdieu’s Notion of Cultural Capital and its Implications for the Science Curriculum - Stephanie Claussen, Stanford University; Jonathan F. Osborne, Stanford University
Forming Aspirations: Interplays of Capital, Social Inequalities, and Family Habitus in the Development of Children’s Science Aspirations - Louise Archer, Kings College, London; Jennifer DeWitt, Kings College, London
P/power as an Analytic Lens for Equity Research: Uses of Time and Space in Two Diverse Elementary Science Classrooms - Heidi Carlone, University of North Carolina - Greensboro; Angela Johnson, Saint Mary's College of Maryland; Julie Lynn Haun-Frank, Old Dominion University
Recognizing Multiple Identity Trajectories in Science That Urban Middle School Girls Author and Its Role in Science Learning - Hosun Kang, University of Washington; Angela Calabrese Barton, Michigan State University; Edna Tan, University of North Carolina at Greensboro; Juanita Beatriz Bautista Guerra, Michigan State University; Caitlin Brecklin, Michigan State University
A Critical Assessment of Diverse Youths’ Learning and Identity Work in Science in Informal Environments - Jrene Rahm, University of Montreal