Exploring Drama's Potential to Broaden Underrepresented Students' Interest and Participation in Science

• In Event: Intersecting Making and STEAM Practices With Social and Emotional Talk

Abstract

This study uses case study design embedded in a grounded theory approach to examine how drama may broaden under-represented youth’s interest and participation in science. The study initially followed 12 racially and linguistically diverse students enrolled in a STEAM elective at an elementary urban public school (4-6 graders). Data included video records of group activities, 12 semi-structured interviews, ethnographic observations, pre- post-surveys with open-ended and Likert-type questions, and students’ daily journal entries. After the initial grounded theory analysis, three cases of African American students were selected for in-depth analysis. Preliminary findings point to drama’s potential (a) to support students’ agency for appropriating their funds of knowledge and (b) to broaden students’ interest due to social justice inquiries it may provoke.

Author

• Maria Kolovou, University of Miami
  Presenting Author