Emotion in Justice-Centered STEM: Uncovering Emotional Pathways During Community Science Data Talks

• In Event: Conflicts and Contestations Over Equity in STEM: Ethics and Emotions, Politics and Possibilities

Abstract

To gain more of an understanding of affective phenomena in STEM classrooms, this study utilizes Community Science Data Talks (CSDTs) as a theoretical frame and research methodology to explore how teachers and students experience affective pedagogical goals during justice-centered STEM. Methodologically we analyzed classroom video data using a multimodal analytic technique to understand how emotion played out with teachers and students. Results indicate CSDTs provided guided emotional participation experiences that foster collective emotional configurations, such as constructive hope and critical civic empathy. These results implicate CSDTs and affective pedagogical goals as engaging and supporting emotional pathways for teachers and students and providing STEM learning experiences that work toward both parties imagining a more just and sustainable world.

Authors

• Imogen Herrick, University of Kansas

• Michael A. Lawson, Kansas State University

• Ananya Matewos, Amherst H. Wilder Foundation