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Nondominant Students Negotiate Histories, Institutions, Figured Worlds, and Identities to “Become Somebody” in STEM

Fri, April 13, 2:15 to 3:45pm, New York Hilton Midtown, Floor: Second Floor, Regent Parlor

Session Type: Symposium

Abstract

This symposium focuses on critical contextual factors affecting STEM education policy and outcomes for non-dominant students. In so doing, we stress the power of Dorothy Holland and colleagues’ social practice theory of identity and agency (1998) to understand connections among: (1) opportunities for STEM that are (or could be) available to non-dominant youth; (2) discourses that circulate about STEM in these young people’s worlds; (3) STEM-related identities that young people are presented with, take up, or struggle over in multiple contexts of their lives; and (4) connections between available opportunities and inequalities in outcomes. Papers increase understanding of the assemblage of micro-dynamics that can produce STEM inequalities, while suggesting concrete ways to enhance opportunities and outcomes for historically underrepresented populations.

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