Understanding the Impact of STEM Schools in Urban Areas

• In Event: STEM Justice: Reenvisioning Science Education/Justice/Place

Abstract

This study investigates student and teacher experiences attending a converted STEM School in an urban area, critiquing the idea that converting neighborhood schools to “STEM” Schools is beneficial for teachers, students, and communities. Using discourse analysis of interviews with administrators, teachers, and students at the school, the Figured World of STEM Schools is examined to show how STEM in constituted by participants in the Figured World and how STEM Identities are made available. Results indicate that “STEM” is used to signal difference and prestige, with the STEM School becoming a way to funnel resources and opportunities to small groups of students described as “better” or “advanced”; instead of supporting STEM Identities, this works to maintain pre-existing Smart Student Identities.

Authors

• Katherine Wade-Jaimes, University of Nevada - Las Vegas

• Bonelli Dobs, University of Memphis