Science Identities - Theory, method and research
Science Identities - Theory, method and research
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科学特性——理论、方法和研究
DOI：
10.1007/978-3-031-17642-5_2
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Archer L
中科院分区：
文献类型：
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作者：
Archer L
本章讨论了一个年轻女性的案例研究，瓦妮莎，她和她的父母，沿着接受了10-18岁的纵向采访。它旨在了解支持和/或限制黑人，工人阶级年轻女性的科学身份和轨迹的因素。案例研究分析是根据从10岁至18岁的五波超过40，000名年轻人收集的调查数据中的定量结果进行的，这些调查数据是作为Vanessa案例的更广泛项目的一部分进行的。调查分析表明，黑人学生在科学方面的愿望和自我概念明显高于白色学生。使用布迪厄的透镜和布迪厄的黑人学者的工作的扩展，我们使用凡妮莎的情况下，探讨如何以及为什么黑人学生的科学身份和愿望可能不会转化为干参与。我们确定瓦妮莎的科学身份和轨迹是如何得到黑人文化，社会和科学资本的大力支持，以及这种资本是如何通过教育系统和学校科学制定的不公正和排斥性做法来减轻的。我们提请注意这些做法如何涉及象征性暴力，从而掩盖了系统性和结构性不公正的作用，并将排斥的原因错误地定位在黑人学生和家庭中。最后，我们建议沿着沿着更社会公正的路线重新想象学校科学。
This Chapter discusses the case study of one young woman, Vanessa, who was longitudinally interviewed from age 10–18, along with her parents, Robbie and Akimi. It seeks to understand the factors that support and/or constrain the science identities and trajectories of Black, working-class young women. Case study analyses are contextualised with quantitative findings from survey data collected from over 40,000 young people over five-waves between the ages of 10 and 18, that were conducted as part of the wider project from which Vanessa’s case is drawn. Survey analyses showed that Black students reported significantly higher aspirations and self-concept in science than White students. Using a Bourdieusian lens and extensions of Bourdieu’s work by Black scholars, we use Vanessa’s case to explore how and why Black students’ science identities and aspirations may not translate into STEM participation. We identify how Vanessa’s science identity and trajectory were substantially supported by Black cultural, social and science capital and how this capital was mitigated by unjust and exclusionary practices enacted by the education system and school science. We draw attention to how these practices involved symbolic violence, whereby the role of systemic and structural injustices was obscured and the reasons for exclusion were erroneously located within Black students and families. We conclude with suggestions for the re-imagination of school science along more socially just lines.