Performing Ambivalent Intersections, Painting Consequential Futures: Material Feminist Arts-Influenced Science Identity Inquiry Among Underrepresented Youth

• In Event: Fairmont Roundtable Session Three
  In Roundtable Session: Youth Perspectives and Identities Through Artistic Modalities (Table 8)

Abstract

Science identity has featured prominently in research exploring ways to bolster participation and persistence of women, people of color, and other socially marginalized groups in science, technology, engineering, and math (STEM). This study, which focuses on an informal summer STEM camp designed for students of color in grades 6-12, utilizes a material feminist framework with art as a primary participant in this analysis. Analysis practices involve registering the affective arrangements between bodily, atmospheric, and other art process-product entanglements within this learning and teaching ecosphere. The vitality of ambivalence in science identity work and its study as well as the importance of creative enactments in forming consequential equity-oriented educational futures are emerging as key forces of consideration.

Authors

• Kelly Clark/Keefe, University of Vermont
  Presenting Author

• Aubrey Scheopner Torres, Saint Anselm College
  Presenting Author

• Carmela Amato-Wierda, University of New Hampshire
  Presenting Author