Facilitating marginalized youths' identification with STEM through everyday science talk: The critical role of parental caregivers
Facilitating marginalized youths' identification with STEM through everyday science talk: The critical role of parental caregivers
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DOI：
10.1002/sce.21688
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发表时间：
2021-10-04
影响因子：
4.3
通讯作者：
Martinez, Alexandra
中科院分区：
文献类型：
--
作者：
Cian, Heidi;Dou, Remy;Martinez, Alexandra
一个人认为自己是“STEM人”的感觉很大程度上是通过认知反馈形成的。不幸的是，对于许多在正式和非正式空间从事STEM(科学、技术、工程和数学)的小规模个人来说，这种承认往往符合长期存在的排他性期望，即参与STEM意味着什么，以及对作为STEM人意味着什么的制度化刻板印象。然而，照料者必须与他们的孩子分享文化背景、规范和价值观，他们可以发挥重要作用，认识到他们的孩子对STEM的兴趣和倾向，在这些边缘化的话语面前，支持儿童创作他们的STEM身份。为了探索这一想法，我们对就读于一所拉美裔大学的STEM学生进行了现象学访谈，考察了这些学生在童年时期与父母进行的STEM相关对话的性质。参与者的回忆提供了对话内容、背景和结构的证据，即使面对边缘化的经历，也支持他们对STEM的认同。我们发现，尽管这一现象在家长档案中得到了描述，但参与者的叙述也反映了对话内容、背景和结构的差异，这些差异基于与STEM刻板印象相关的因素，包括性别、STEM的正规教育或培训，以及父母的移民经历。从更大的社会文化话语的角度来看，谁的知识在STEM中“起作用”，我们的工作表明，教育机构需要承认和接受家庭的能力，以培养年轻人与STEM背景的亲和力，同时也认识到并应对真正参与STEM的制度化障碍。
An individual's sense of themselves as a "STEM person" is largely formed through recognition feedback. Unfortunately, for many minoritized individuals who engage in STEM (science, technology, engineering, and mathematics) in formal and informal spaces, this recognition often adheres to long-standing exclusionary expectations of what STEM participation entails and institutionalized stereotypes of what it means to be a STEM person. However, caregivers, who necessarily share cultural backgrounds, norms, and values with their children, can play an important role in recognizing their children's interest and inclination towards STEM in ways that support children's authoring of their STEM identity in the face of these marginalizing discourses. To explore this idea, we conducted phenomenological interviews with STEM students attending a Hispanic-serving university, examining the nature of STEM-related conversations these students had with their parents during childhood. Participant recollections provide evidence of conversational content, contexts, and structures that supported their identification with STEM even when faced with marginalizing experiences. We found that though this phenomenon was recounted across parent profiles, participant narratives also reflected differences in conversation content, context, and structure based on factors associated with STEM stereotypes, including gender, formal education or training in STEM, and parents' immigration experiences. Viewed within larger sociocultural discourses of whose knowledge "counts" in STEM, our work suggests the need for educational institutions to acknowledge and embrace families' ability to foster youths' affinity with STEM contexts, while also recognizing and responding to institutionalized impediments to authentic STEM participation.