Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs. Issue 1 (28th October 2020)

• Record Type: Journal Article
• Authors: Archer, Louise; Godec, Spela; Calabrese Barton, Angela; Dawson, Emily; Mau, Ada; Patel, Uma
• Is Part Of: Science education. Volume 105:Issue 1(2021)
• Page Start: 166
• Page End: 203
• Publication Date: 2020-10-28
• Subjects: Bourdieu -- equity/social justice -- informal science learning (ISL); Science -- Study and teaching -- Periodicals; 507
• DOI: 10.1002/sce.21602
• Languages: English
• ISSNs: 0036-8326

Abstract

Abstract: Supporting more equitable participation in science, technology, engineering, and mathematics (STEM) remains a key, persistent educational challenge. This paper employs a sociological Bourdieusian lens to explore how equitable youth outcomes might be supported through informal science learning (ISL). Drawing on multimodal, ethnographic data from four case study youth aged 11–14 from two ISL programs, we identify four areas of practice that were enacted to a greater or lesser extent in the programs in support of equitable youth outcomes. We identify how the equitable potential of these practices was realized through a disruption of dominant power relations. It is argued that ISL should focus on changing the field, rather than young people. Affordances and limitations of the Bourdieusian lens are discussed.