Designing for Rightful Presence in STEM: The Role of Making Present Practices

Opportunities to learn in consequential ways are shaped by the historicized injustices students encounter in relation to participation in STEM and schooling. In this article, it is argued that the construct of rightful presence, and the coconstructed “making present” practices that give rise to moments of rightful presence, is 1 way to consider how to make sense of the historicized and relational nature of consequential learning. Drawing on theories of consequential learning and critical justice, we analyze ethnographic data from 3 urban middle school classrooms in 2 states during a STEM unit focused on engineering for sustainable communities. Findings describe 2 making present practices students enacted as they engaged in engineering design: modeling ethnographic data and reperforming injustices toward solidarity building. We discuss how these practices supported moments of rightful presence in the STEM classrooms by inscribing youths’ marginalizing school experiences as a part of classroom science discourse and co-opting school science tasks as tools for exposing, critiquing, and addressing these unjust experiences. That which was silent and previously concealed from school authority figures gained a rightful place through the voices and scientific actions of the youth and their allies

A Longitudinal Study of Equity-Oriented STEM-Rich Making Among Youth From Historically Marginalized Communities

The maker movement has evoked interest for its role in breaking down barriers to STEM learning. However, few empirical studies document how youth are supported over time in STEM-rich making projects or their outcomes. This longitudinal critical ethnographic study traces the development of 41 youth maker projects in two community-centered making programs. Building a conceptual argument for an equity-oriented culture of making, the authors discuss the ways in which making with and in community opened opportunities for youth to project their communities’ rich culture knowledge and wisdom onto their making while also troubling and negotiating the historicized injustices they experience. The authors also discuss how community engagement legitimized a practice of co-making, which supported equity-oriented goals and outcomes

Critically engaging engineering in place by localizing counternarratives in engineering design

In this manuscript, we use the construct of critical epistemologies of place to frame our exploration of how to support engineering design among youth who have historically been marginalized from the domain, and its implications for educational settings. We present an in-depth longitudinal case study of one 12-year-old African American boy to raise questions of what it means for this youth to engage in engineering design in collaboration with the people around in him—experts and knowledgeable others in his community space and how this engagement supports his work in science and engineering. This study suggests that engaging engineering design through a critical epistemology of place involves an iterative and generative process of layering community wisdom and knowledge onto STEM toward (a) how epistemologies of place—and their layers—challenge dominant master narratives, (b) reimagining practices in place, and (c) transforming the dangerous territory of STEM. Our study expands upon current understandings of supporting youth in engaging engineering through highlighting the vital role of sociohistorically constructed understandings of STEM and community in determining when, how, and why engineering takes place

How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers

This study explores ways to support girls of color in forming their senses of selves in science, technology, engineering, and math (STEM) during the middle school years. Guided by social practice theory, we analyzed a large data set of survey responses (n=1,821) collected at five middle schools in low-income communities across four states in the United States. Analyses focus on the extent to which key constructs that inform girls’ development of senses of self and relations among those indicators of STEM identities varied by their race/ethnicity. Though the means of indicators sometimes varied across racial/ethnic groups, multigroup structural equation modeling analyses indicate no significant racial/ethnic differences in the relations of STEM identities, suggesting that similar supports would be equally effective for all girls during the middle school years. Girls’ self-perception in relation to science was the strongest predictor of their identification with STEM-related careers, and this self-perception was positively and distinctively associated with their experiences with science at home, outside of school, and in school science classes. This study argues for strategically expanding girls’ experiences with science across multiple settings during middle school in a way that increases their positive self-perception in and with STEM

Creating hybrid spaces for engaging school science among urban middle school girls

The middle grades are a crucial time for girls in making decisions about how or if they want to follow science trajectories. In this article, the authors report on how urban middle school girls enact meaningful strategies of engagement in science class in their efforts to merge their social worlds with the worlds of school science and on the unsanctioned resources and identities they take up to do so. The authors argue that such merging science practices are generative both in terms of how they develop over time and in how they impact the science learning community of practice. They discuss the implications these findings have for current policy and practice surrounding gender equity in science education

Engineering for sustainable communities: Epistemic tools in support of equitable and consequential middle school engineering

This study is focused on engineering for sustainable communities (EfSC) in three middle school classrooms. Three in-depth case studies are presented that explore how two related EfSC epistemic toolsets—(a) community engineering and ethnography tools for defining problems, and (b) integrating perspectives in design specification and optimization through iterative design sketch-up and prototyping—work to support the following: (a) Students' recruitment of multiple epistemologies; (b) Navigation of multiple epistemologies; and (c) students' onto-epistemological developments in engineering. Using a theoretical framework grounded in justice-oriented notions of equity intersecting with multiple epistemologies, we investigated the impact of the related epistemic toolsets on students' engineering engagement. Specifically, the study focused on how the tools worked when they were taken up in particular ways by teacher and students, and how the nature of their iterative engagement with the tools led to outcomes in ways that were equitable and consequential, both to students' engineering experiences and their engineering onto-epistemological developments, and also in responding to the community injustices prototypes were designed to address. Tensions that emerged are discussed with further reflection on what the EfSC epistemic toolsets suggest about the affordances of a productive epistemic space and the concomitant risks related to larger institutional norms, which constrain the extent of students' justice-oriented engineering goals

Internalization of Aeromonas hydrophila by fish epithelial cells can be inhibited with a tyrosine kinase inhibitor

Aeromonas hydrophila is a Gram-negative bacterium that is pathogenic in fish, causing motile aeromonad septicaemia. It can enter (invade) fish cells, and survive as an intracellular parasite. The host-pathogen interaction and signal transduction pathway were studied by screening signal transduction inhibitors using carp epithelial cells and a virulent strain of the bacterium, PPD134/91. Genistein, a tyrosine kinase inhibitor, postponed internalization of A. hydrophila into host cells, suggesting that tyrosine phosphorylation plays a role in internalization. In contrast, staurosporine, a protein kinase C inhibitor, and sodium orthovanadate, a protein tyrosine phosphatase inhibitor, accelerated internalization of PPD134/91. Other virulent strains of A. hydrophila were also examined and it is likely that all strains, irrespective of serogroup, use the same signalling pathway to facilitate bacterial uptake

Transforming Science Learning and Student Participation in Sixth Grade Science: A Case Study of a Low-Income, Urban, Racial Minority Classroom

Recent criticisms of the goal of “science for all” with regard to minority students have alluded to the onerous culture of school science characterized by white, middle-class values that eschew personal everyday science experiences and nontraditional funds of knowledge, in addition to alienating science instruction. Using critically-oriented, sociocultural perspectives, this article explores the sixth grade classroom of a male, white, science teacher in an urban school that serves only minority students. Using Holland, Lachicotte, Skinner, and Cain's (2001) notion of figured worlds, we look at what learning science looks like in Mr. M's classroom and how he provides the structural support to increase student participation by creating different figured worlds of sixth grade science. In these different figured worlds, we discuss the pedagogical strategies Mr. M uses to purposefully recruit nontraditional funds of knowledge of racial minority and low-income students, thereby positioning them with more authority for participation. Through this case study of Mr. M and the racial minority and low-income students he teaches, we discuss the role science teachers play in urban school science education and the agency and achievement racial minority and low-income students are capable of with appropriate support

Unpacking science for all through the lens of identities-in-practice: The stories of Amelia & Ginny

This manuscript reports on an ethnographic study of two Latina students who attended an urban middle school in a low-income community, and how they exhibit agency by purposefully authoring identities-in-practice that value nontraditional ways of knowing and resources. Drawing from both global feminism and sociocultural theory, we argue that by paying careful attention to how and why urban girls author identities-in-practice we can gain deep insight into the noncommodified forms of knowledge, relationships and activities that make up their engagement in science and that girls often employ to participate in science related communities in ways that are culturally and socially just and sustainable

Twinning iterative design with community cultural wealth: Toward a locally-grounded, expansive maker culture

Drawing upon critical justice studies and critical ethnographies in two community-centered makerspaces, we build an argument for how designing for expanded iterations that repeatedly draw from community cultural wealth, supported youth-makers and communities in co-creating an expansive, locally-grounded maker culture. Two related-foci are unpacked: First, we examine how youth engage in an "expanded" iterative process across the making cycle -- what this expanded iterative process is, and how it takes shape as youth move from collaborative ideation through to the afterlife of a maker project. Second, by delving into "moments of expanded iterations" we examine how youth articulate ownership of their making: what that means, how and why, and the subsequent generative spaces that resulted