Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/144
Title: Hacking a Path In and Through STEM: Unpacking the STEM Identity Work of Historically Underrepresented Youth in STEM
Authors: Tan, Edna
Barton, Angela Calabrese
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Tan, E. & Barton, A. C. (2016). Hacking a Path In and Through STEM: Unpacking the STEM Identity Work of Historically Underrepresented Youth in STEM In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.
Abstract: In response to the vast inequities minoritized youth experience in STEM, we investigate how minoritized youth imagine and author pathways towards becoming in STEM. Drawing from social practice theory, identity and mobiliites of learning, we investigate, through critical longitudinal ethnography, how youth hack a pathway in and through STEM as they remix and repurpose tools, practices, relationships and artifact within and across the STEM-related worlds in their lives. We present one case study to articulate how youth engaged in pathhacking identity work to both gain access and transform both the process and outcomes of STEM participation in both informal programs and school science. The process, salient factors and implications of pathhacking identity work are discussed.
URI: https://repository.isls.org/handle/1/144
https://dx.doi.org/10.22318/icls2016.55
Appears in Collections:ICSL 2016

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