Is Science for Us? Black Students' and Parents' Views of Science and Science Careers.
Is Science for Us? Black Students' and Parents' Views of Science and Science Careers.
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DOI：
10.1002/sce.21146
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发表时间：
2015-03
影响因子：
4.3
通讯作者：
Osborne J
中科院分区：
文献类型：
--
作者：
Archer L;Dewitt J;Osborne J
有广泛的政策关注，以改善（扩大和增加）科学，技术，工程和数学的参与，这仍然是分层的种族，性别和社会阶层。尽管对科学感兴趣并高度重视科学，但黑人学生往往对科学职业表达有限的愿望，并且在16岁后的科学课程和职业中仍然代表性不足，这种模式不仅仅是由成就来解释的。本文借鉴了全国代表性的学生群体和纵向访谈数据收集的调查数据，从10个非洲/加勒比黑人学生和他们的父母，谁被跟踪从10-14岁（Y 6-Y 9），作为一个更大的研究儿童的科学和职业抱负的一部分，超过4年。本文使用了定性数据的交叉分析，以探讨为什么科学职业是黑人学生的“不太”。一个案例研究也提出了两个年轻的黑人妇女谁“逆势”，并渴望科学事业。本文的结论与科学教育政策和实践的影响。
There are widespread policy concerns to improve (widen and increase) science, technology, engineering, and mathematics participation, which remains stratified by ethnicity, gender, and social class. Despite being interested in and highly valuing science, Black students tend to express limited aspirations to careers in science and remain underrepresented in post‐16 science courses and careers, a pattern which is not solely explained by attainment. This paper draws on survey data from nationally representative student cohorts and longitudinal interview data collected over 4 years from 10 Black African/Caribbean students and their parents, who were tracked from age 10–14 (Y6–Y9), as part of a larger study on children's science and career aspirations. The paper uses an intersectional analysis of the qualitative data to examine why science careers are less “thinkable” for Black students. A case study is also presented of two young Black women who “bucked the trend” and aspired to science careers. The paper concludes with implications for science education policy and practice.