Uncovering the Perpetuation of Internalized and Interpersonal Oppression in Middle School STEM Classrooms: A Case Study

• In Event: AERA Roundtable Session 9
  In Roundtable Session: Critical and Cultural Approaches Investigating Science Learning

Abstract

The purpose of this case study was to understand how two types of oppression manifested within middle school STEM classrooms. We focused our investigation on Ms. William and her implementation of two STEM units by collecting video-recorded lessons from two different classrooms with observational fieldnotes, two STEM curricula she had developed, and conducted semi-structured interviews. We identified themes of internalized and interpersonal oppression that were perpetuated in the classroom by employing a constant comparative analysis. Our findings illuminated the complex relationship between science teaching and maintaining whiteness as the dominant discourse. Our case study suggests that we must reflect how our science curriculum and teaching strategies remains to be oppressive if we seek to promote equity in the classroom.

Authors

• Khanh Tran, Purdue University

• Selcen Guzey, Purdue University