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Title: Empowering Under-Represented Middle School Youth in Engineering Knowledge and Productive Identity Work
Authors: Barton, Angela Calabrese
Birmingham, Daniel
Tan, Edna
Sato, Takumi
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Barton, A. C., Birmingham, D., Tan, E., & Sato, T. (2014). Empowering Under-Represented Middle School Youth in Engineering Knowledge and Productive Identity Work. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 952-956.
Abstract: Drawing from critical sociocultural perspectives, we report on how urban middle school youth from non-dominant backgrounds engage in productive identity work in engineering in an after-school program, as well as the relationship between identity work and their participation and learning in engineering design. Longitudinal, ethnographic data of 14 youth were analyzed with our conceptual framework using constant comparative analysis. Findings indicate different pathways taken by youth. Data also revealed the iterative and on- going movement between a) investigating and b) communicating with and taking action in the community supports powerful learning in conjunction with productive identity work in engineering. The process of figuring out what and how to communicate to others about one's investigation in scientifically rigorous and culturally resonant ways, and in accounting for multiple outside perspectives, is pivotal to both learning and identity development.
Appears in Collections:ICLS2014

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