Black Girls Speak STEM: Counterstories of Informal and Formal Learning Experiences

This study presents the interpretations and perceptions of Black girls who participated in I AM STEM – a community-based informal science, technology, engineering, and mathematics (STEM) program. Using narrative inquiry, participants generated detailed accounts of their informal and formal STEM learning experiences. Critical race methodology informed this research to portray the dynamic and complex experiences of girls of color, whose stories have historically been silenced and misrepresented. The data sources for this qualitative study included individual interviews, student reflection journals, samples of student work, and researcher memos, which were triangulated to produce six robust counterstories. Excerpts of the counterstories are presented in this article. The major findings of this research revealed that I AM STEM ignited an interest in STEM learning through field trips and direct engagement in scientific phenomena that allowed the girls to become agentic in continuing their engagement in STEM activities throughout the year. This call to awaken the voices of Black girls to speak casts light on their experiences and challenges as STEM learners ⎯ from their perspectives. The findings confirm that when credence and counterspaces are given to Black girls, they are poised to reveal their luster toward STEM learning. This study provided a space for Black girls to reflect on their STEM learning experiences, formulate new understandings, and make connections between the informal and formal learning environments within the context of their everyday lives, thus offering a more holistic approach to STEM learning that occurs across settings and over a lifetime

Endocytosis of very low-density lipoproteins: an unexpected mechanism for lipid acquisition by breast cancer cells

We previously described the expression of CD36 and LPL by breast cancer (BC) cells and tissues and the growth-promoting effect of VLDL observed only in the presence of LPL. We now report a model in which LPL is bound to a heparan sulfate proteoglycan motif on the BC cell surface and acts in concert with the VLDL receptor to internalize VLDLs via receptor-mediated endocytosis. We also demonstrate that gene-expression programs for lipid synthesis versus uptake respond robustly to triglyceride-rich lipoprotein availability. The literature emphasizes de novo FA synthesis and exogenous free FA uptake using CD36 as paramount mechanisms for lipid acquisition by cancer cells. We find that the uptake of intact lipoproteins is also an important mechanism for lipid acquisition and that the relative reliance on lipid synthesis versus uptake varies among BC cell lines and in response to VLDL availability. This metabolic plasticity has important implications for the development of therapies aimed at the lipid dependence of many types of cancer, in that the inhibition of FA synthesis may elicit compensatory upregulation of lipid uptake. Moreover, the mechanism that we have elucidated provides a direct connection between dietary fat and tumor biology.-.status: publishe

Pathways of interest and participation: How STEM-interested youth navigate a learning ecosystem

Despite considerable efforts in recent years to encourage Science, Technology, Engineering and Mathematics (STEM) interest and participation among youth, STEM interest during adolescence continues to decline. Recently, researchers, educators, and policymakers have used a learning ecology perspective to better understand the development and persistence of youth interest in STEM topics or activities. This study examined the dynamics of the STEM interest and participation pathways of three youth in an under-resourced, urban community. These three cases offer insights into how youth with a strong interest in a STEM topic or activity perceived the resources that were available to them in a STEM learning ecosystem and highlight the affordances and constraints each faced in pursuit of their interests. We interviewed each youth 4–5 times during their middle school and high school years (ages 11–14). The analysis reinforces the unique nature of youth interest pathways, but also common factors that contributed to each of these pathways. The ability of youth to navigate the ecosystem depended on the availability and accessibility of both in- and out-of-school learning resources related to their interest, and the support they received from significant adults in their lives in terms of both social, cultural, and financial capital. This study offers important insights into how STEM learning ecosystems might best be structured to enable more youth to develop strong, enduring interests in STEM