1 |
Holland, D., Lachicotte, W. S., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
|
2 |
Jhun, Y., & Shin, Y. (2004). Evaluation on the implementation of girl friendly science activity. Journal of the Korean Association for Science Education, 24(3), 442-458.
|
3 |
Joo, Y., Kim, K., & Noh, T. (2012). The effects of grouping by middle school students' collectivism in science cooperative learning and their perceptions. Journal of the Korean Association for Science Education, 32(10), 1551-1566.
|
4 |
Kang, E., Kim, C.,, Choe. S., Noh. T., Yoo. J., Shim. S., & Kim. H. (2014). Exploring Korean 4th graders' career aspirations in science with a focus on science identity. Journal of the Korean Association for Research in Science Education, 34(7), 613-624.
DOI
|
5 |
Sinnes, A. T., & Loken, M. (2014). Gendered education in a gendered world: looking beyond cosmetic solutions to the gender gap in science. Cultural Studies of Science Education, 9, 343-364.
|
6 |
Sjaastad, J. (2012). Sources of inspiration: the role of significant persons in young people's choice of science in higher education, International Journal of Science Education, 34(10), 1615-1636.
DOI
|
7 |
Tan, E., & Calabrese Barton, A. (2008a). From peripheral to central, the story of Melanie's metamorphosis in an urban middle school science class. Science Education, 92(4), 567-590.
DOI
|
8 |
Tan, E., & Calabrese Barton, A. (2008b). Unpacking science for all through the lens of identities-in-practice: the stories of Amelia and Ginny. Cultural Studies of Science Education, 3, 43-71.
DOI
|
9 |
Tan, E., Calabrese Barton, A., Kang, H., & O'Neill, T. (2013). Desiring a career in STEM-related fields: how middle school girls articulate and negotiate identities-in-practice in science. Journal of Research in Science Teaching, 50(10), 1143-1179.
DOI
|
10 |
Kang, E., Kim, C.,, Choe. S., Noh. T., Yoo. J., Shim. S., & Kim. H. (2015). The change of the relationship between Korean 4th graders' career aspirations in science and science identities. Journal of the Korean Association for Research in Science Education, 35(5), 841-856.
DOI
|
11 |
Kang, K. (2014). A study on the analysis of multi-cultural science education programs. Journal of the Korean Society for School Science, 8(3), 280-299.
DOI
|
12 |
Kim, C., Shin, M., & Lee, S. (2010). Understanding non-formal science learning. Seoul: Bookshill.
|
13 |
AAAS (American Association for the Advancement of Science) (1989). Science for all Americans.
|
14 |
Ahn, J., Yoon, S., Kim, C., & Choi, S. (2017). Understanding female high school students' science-related career choice and it's change: focus on the science career cultural capital perspective. Journal of the Korean Association for Science Education, 37(1), 49-61.
DOI
|
15 |
Simpson, J. S., & Parsons, E. C. (2009). African American perspectives and informal science educational experiences. Science Education, 93(2), 293-321.
DOI
|
16 |
Rahm, J., & Moore, J. (2016). A case study of long-term engagement and identity-in-practice: insights into the STEM pathways of four underrepresented youths. Journal of Research in Science Teaching, 53(5), 768-801.
DOI
|
17 |
Richardson Bruna, K. (2009). Jesu's and Mari'a in the jungle: an essay on possibility and constraint in the third-shift third space. Cultural Studies of Science Education, 4, 221-237.
DOI
|
18 |
Richardson Bruna, K. (2010). Mexican immigrant transnational social capital and class transformation: examining the role of peer mediation in insurgent science. Cultural Studies of Science Education, 5, 383-422.
DOI
|
19 |
Hsu, P., Roth, W. M., Marchall, A., & Guenette, F. (2009). To be or not to be? Discursive resources for (dis-)identifying with science-related careers. Journal of Research in Science Teaching, 46(10), 1114-1136.
DOI
|
20 |
Holmegaard, H. T., Madsen, L. M., & Ulriksen, L. (2014). A journey of negotiation and belonging: understanding students' transitions to science and engineering in higher education. Cultural Studies of Science Education, 9, 755-786.
DOI
|
21 |
Jackson, P. A. & Seiler, G. (2013). Science identity trajectories of latecomers to science in college. Journal of Research in Science Education, 50(7), 826-857.
|
22 |
Jackson, P. A., & Seiler, G. (2017). Identity work in the college science classroom: The cases of two successful latecomers to science. Science Education, 101, 716-740.
DOI
|
23 |
Johnson, A., & Brown, J., Carlone, H., & Cuevas, A. K. (2011). Authoring identity amidst the treacherous terrain of science: a multiracial feminist examination of the journeys of three women of color in science. Journal of Research in Science Teaching, 48(4), 339-366.
DOI
|
24 |
Kane, J. M. (2016). Young African American boys narrating identities in science. Journal of Research in Science Teaching, 53(1), 95-118.
DOI
|
25 |
Furman, A., Calabrese Barton, A., & Muir, B. (2012). Learning to teach science in urban schools by becoming a researcher of one's own beginning practice. Cultural Studies of Science Education, 7, 153-174.
DOI
|
26 |
Garcia, Y. V. (2013). When preparation meets opportunity: a case study exploring the feasibility of pursuing a career in biology for two Latina high school girls. Cultural Studies of Science Education, 8, 935-951.
DOI
|
27 |
Archer, L., Dawson, E., DeWitt, J., Godec, S., King, H., Mau, A., Nomikou, E., & Amy Seakins (2017). Killing curiosity? an analysis of celebrated identity performances among teachers and students in nine London secondary science classrooms. Science Education, 101, 741-764.
DOI
|
28 |
Archer, L., Dewitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). "Balancing acts": elementary school girls' negotiations of femininity, achievement, and science. Science Education, 96(6), 967-989.
DOI
|
29 |
Archer, L., DeWitt, J., & Willis, B. (2014). Adolescent boys' science aspirations: masculinity, capital, and power. Journal of Research in Science Teaching, 51(1), 1-30.
DOI
|
30 |
Archer, L., Dewitt, J., Osborne, J. (2015). Is science for us? Black students' and parents' views of science and science careers. Science Education, 99(2), 199-237.
DOI
|
31 |
Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? High school students' identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47(5), 564-582.
DOI
|
32 |
Basu, S. J. (2008a). How students design and enact physics lessons: five immigrant Caribbean youth and the cultivation of student voice. Journal of Research in Science Teaching, 45(8), 881-899.
DOI
|
33 |
Basu, S. J. (2008b). Powerful learners and critical agents: the goals of five urban Caribbean youth in a conceptual physics classroom. Science Education, 92(2), 252-277.
DOI
|
34 |
Birmingham, D. (2016). "Disorienting, fun or meaningful?": looking beyond the boundaries of the museum. Cultural Studies of Science Education, 11, 953-958.
DOI
|
35 |
Arnold, J., & Clarke, D. J. (2014). What is 'agency'? perspectives in science education research, International Journal of Science Education, 36(5), 735-754.
DOI
|
36 |
Calabrese Barton, A. (2001). Science education in urban settings: seeking new ways of praxis through critical ethnography. Journal of Research in Science Teaching, 38, 899-917.
DOI
|
37 |
Calabrese Barton, A., & Tobin, K. (2001). Urban science education. Journal of Research in Science Teaching, 38, 843-846.
DOI
|
38 |
Rivera Maulucci, M. S. (2008). Intersections between immigration, language, identity, and emotions: a science teacher candidate's journey. Cultural Studies of Science Education, 3, 17-42.
DOI
|
39 |
Rivera Maulucci, M. S. (2011). Language experience narratives and the role of autobiographical reasoning in becoming an urban science teacher. Cultural Studies of Science Education, 6, 413-434.
DOI
|
40 |
Basu, S. J., Calabrese Barton, A., Clairmont, N., & Locke, D. (2009). Developing a framework for critical science agency through case study in a conceptual physics context. Cultural Studies of Science Education, 4, 345-371.
DOI
|
41 |
Park, J., & Lee, K. (2012). The impact of grouping methods on free inquiry implementation: the case of two middle schools adopting different grouping methods. Journal of the Korean Association for Science Education, 32(4), 686-702.
DOI
|
42 |
NRC (National Research Council) (2012). A framework for K-12 science education: practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
|
43 |
Paris, D. (2012). Culturally sustaining pedagogy: a needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93-97.
DOI
|
44 |
Park, B., & Kwon, K. (2013). Science for all Americans (Korean translation). Seoul: KOFAC.
|
45 |
Rogoff, B. (1990). Apprenticeship in thinking. New York: Oxford University Press.
|
46 |
McLaughlin, C. A. (2014). Urban science education: examining current issues through a historical lens. Cultural Studies of Science Education, 9, 885-923.
DOI
|
47 |
Moje, E.B., Ciechanowski, K.M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: an examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70.
DOI
|
48 |
Kim, C., Park, E., Yoon, S., & Lee, S. (2012). Descriptive characteristics of the label texts related to earth science: toward educationally meaningful communication. Journal of the Korean Earth Science Society, 33(1), 95-110.
|
49 |
Kim, H., Chung, K., & Lee, H. (2013). Identity development of science teachers involved in teacher communities: based on the theory of "Community of Practice". Journal of the Korean Association for Science Education, 33(2), 390-404.
DOI
|
50 |
Choi, H., & Kim, K. (2001). The effects of girl-friendly science content and method on middle school girl's attitude toward science. Journal of the Korean Association for Science Education, 21(1), 149-159.
|
51 |
Choi, M., Maeng, S., Park, E., Jeong, W., & Kim C. (2012). A case study for interactive learning between visitors and exhibits in a natural history hall focused on the discourse flow and the modes of visitors' own interactions. Journal of the Korean Association for Science Education, 32(7), 1251-1268.
DOI
|
52 |
Yerrick, R., & Johnson, J. (2011). Negotiating white science in rural Black America: A case for navigating the landscape of teacher knowledge domains. Cultural Studies of Science Education, 6, 915-939.
DOI
|
53 |
Zimmerman, H. T. (2012). Participating in science at home: recognition work and learning in biology. Journal of Research in Science Teaching, 49(5), 597-630.
DOI
|
54 |
Thompson, J. J., Conaway, E., & Dolan, E. L. (2016). Undergraduate students' development of social, cultural, and human capital in a networked research experience. Cultural Studies of Science Education, 11, 959-990.
DOI
|
55 |
Tsurusaki, B. K., Calabrese Barton, A., Tan, E., Koch, P., & Contento, I. (2013). Using transformative boundary objects to create critical engagement in science: A Case Study. Science Education, 97(1), 1-31.
DOI
|
56 |
Ryu, M. (2015a). Positionings of racial, ethnic, and linguistic minority students in high school biology class: implications for science education in diverse classrooms. Journal of Research in Science Education, 52(3), 347-370.
|
57 |
Rivera Maulucci, M. S., Brown, B. A., Grey, S. T., & Sullivan, S. (2014). Urban middle school students' reflections on authentic science inquiry. Journal of Research in Science Education, 51(9), 1119-1149.
|
58 |
Rose, S. L. & Calabrese Barton, A. (2012). Should Great Lakes City build a new power plant? how youth navigate socioscientific issues. Journal of Research in Science Teaching, 49(5), 541-567.
DOI
|
59 |
Roth, W-M. (2008). Bricolage, metissage, hybridity, heterogeneity, diaspora: concepts for thinking science education in the 21st century. Cultural Studies of Science Education, 3, 891-916.
DOI
|
60 |
Krogh, L. B., & Andersen, H. M. (2013). "Actually, I may be clever enough to do it". Using identity as a lens to investigate students' trajectories towards science and university. Research in Science Education, 43, 711-731.
DOI
|
61 |
Luehmann, A. L. (2009). Accessing resources for identity development by urban students and teachers: foregrounding context. Cultural Studies of Science Education, 4, 51-66.
DOI
|
62 |
Tan, E., & Calabrese Barton, A. (2012). Empowering science and mathematics education in urban schools. Chicago: The University of Chicago Press.
|
63 |
KOFAC (Korea Foundation for the Advancement of Science & Creativity) (2017). Science for all Koreans. Seoul: KOFAC.
|
64 |
Gazley, J. L., Remich, R., Naffziger-Hirsch, M. E., Keller, J., Campbell, P. B., & McGee, R. (2014). Beyond preparation: identity, cultural capital, and readiness for graduate school in the biomedical sciences. Journal of Research in Science Teaching, 51(8), 1021-1048.
DOI
|
65 |
Godwin, A., & Potvin, G. (2017). Pushing and pulling Sara: a case study of the contrasting influences of high school and university experiences on engineering agency, identity, and participation. Journal of Research in Science Teaching, 54(4), 439-462.
DOI
|
66 |
Gonsalves, A., Rahm, J., & Carvalho, A. (2013). “We could think of things that could be science”: girls' re-figuring of science in an out-of-school-time club. Journal of Research in Science Teaching, 50(9), 1068-1097.
DOI
|
67 |
Gonsalves, A. J. (2014). "Physics and the girly girl-there is a contradiction somewhere": doctoral students' positioning around discourses of gender and competence in physics. Cultural Studies of Science Education, 9, 503-521.
DOI
|
68 |
Shim, H., Ryu, K., Jeon, S., & Hwang, S. (2015). Analyzing the pre-service science teacher community's reflection on their instructions from the cultural historical activity theoretical perspective: a case of three years of biological laboratory class. Journal of the Korean Association for Science Education, 35(3), 523-536.
DOI
|
69 |
Shin, D., & Park, B. (2007). Research synthesis of gender differences in Korean science education journals. Journal of Korean Earth Science Society, 28(4), 453-461.
DOI
|
70 |
Tharp, R. G., Estrada, P., Dalton, S. S., & Yamauchi, L.(2000). Teaching transformed boulder. CO: Westview.
|
71 |
Varelas, M., Settlage, J., & Mensah, F. M. (2015a). Explorations of the structure-agency dialectic as a tool for framing equity in science education. Journal of Research in Science Teaching, 52(4), 439-447.
DOI
|
72 |
Vygotsky, L. (1963). Thought and language. Cambridge, MA: MIT Press.
|
73 |
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
|
74 |
Chapman, A., & Feldman, A. (2017). Cultivation of science identity through authentic science in an urban high school classroom. Cultural Studies of Science Education, 12, 469-491.
DOI
|
75 |
Halverson, E. R. (2009). Shifting learning goals: from competent tool use to participatory media spaces in the emergent design process. Cultural Studies of Science Education, 4, 67-76.
DOI
|
76 |
Hamlin, M. L. (2013). "Yo soy indíena": identifying and using traditional ecological knowledge (TEK) to make the teaching of science culturally responsive for Maya girls. Cultural Studies of Science Education, 8, 759-776.
DOI
|
77 |
Carlone, H. B., Webb, A. W., Archer, L., & Taylor, M. (2015c). What kind of boy does science? a critical perspective on the science trajectories of four scientifically talented boys. Science Education, 99(3), 438-464.
DOI
|
78 |
Brandt, C. B. (2008). Discursive geographies in science: space, identity, and scientific discourse among indigenous women in higher education. Cultural Studies of Science Education, 3, 703-730.
DOI
|
79 |
Birmingham, D., & Calabrese Barton, A. (2014). Putting on a green carnival: youth taking educated action on socioscientific issues. Journal of Research in Science Teaching, 51(3), 286-314.
DOI
|
80 |
Birmingham, D., Calabrese Barton, A., McDaniel, A., Jones, J., Turner, C., & Rogers, A. (2017). “But the science we do here matters”: youth-authored cases of consequential learning. Science Education, 101, 818-844.
DOI
|
81 |
Bricker, L. A., & Bell, P. (2012). "GodMode is his video game name": situating learning and identity in structures of social practice. Cultural Studies of Science Education, 7, 883-902.
DOI
|
82 |
Bricker, L. A., & Bell, P. (2014). "What comes to mind when you think of science? The perfumery!": documenting science-related cultural learning pathways across contexts and timescales. Journal of Research in Science Teaching, 51(3), 260-285.
DOI
|
83 |
Burgin, S. R., McConnell, W. J., Flowers III, A. M. (2015). 'I actually contributed to their research': The influence of an abbreviated summer apprenticeship program in science and engineering for diverse high-school learners. International Journal of Science Education, 37, 3, 411-445.
DOI
|
84 |
Mujtaba, T., & Reiss, M. J. (2013). What sort of girl wants to study physics after the age of 16? Findings from a large-scale UK survey, International Journal of Science Education, 35(17), 2979-2998.
DOI
|
85 |
Na, J., & Song, J. (2014). Elementary teachers' perception, practice and background factors in using students' everyday experience in teaching science. Journal of the Korean Association for Science Education, 34(7), 635-645.
DOI
|
86 |
Nam, I., Rhee, S., & Im, S. (2017). Analysis of trends of researches in science education on underrepresented students. Journal of the Korean Association for Science Education, 37(6), 921-935.
DOI
|
87 |
Brotman, J. S., & Mensha, F. M. (2013). Urban high school students' perspectives about sexual health decision-making: the role of school culture and identity. Cultural Studies of Science Education, 8, 403-431.
DOI
|
88 |
Brotman, J. S., Mensah, F. M., Lesko, N. (2010). Exploring identities to deepen understanding of urban high school students' sexual health decision-making. Journal of Research in Science Teaching, 47(6), 742-762.
DOI
|
89 |
Lee, J., & Shin, D. (2015). North Korean defactor students' science learning in Angbuilgu activity. Journal of the Korean Association for Science Education, 35(1), 1-14.
DOI
|
90 |
Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
|
91 |
Lee, M., & Kim, H. (2011). Exploring middle school students' learning development through science magazine project with focus on the perspective of participation. Journal of the Korean Association for Science Education, 31(2), 256-270.
|
92 |
Lee, M., & Kim, H. (2014). Funds of knowledge and features of teaching and learning in the hybrid space of middle school science class: focus on 7th grade biology. Journal of the Korean Association for Science Education, 34(8), 731-744.
DOI
|
93 |
Lee, M., & Kim, H. (2016). Science high school students' shift in scientific practice and perception through the R&E participation: on the perspective of legitimate peripheral participation in the community of practice. Journal of the Korean Association for Science Education, 36(3), 371-387.
DOI
|
94 |
Wilson, R. E., & Kittleson, J. (2013). Science as a classed and gendered endeavor: persistence of two white female first-generation college students within an undergraduate science context. Journal of Research in Science Teaching, 50(7), 802-825.
DOI
|
95 |
Varelas, M., Kane, J. M., Wylie, C. D. (2011). Young African American children's representations of self, science, and school: making sense of difference. Science Education, 95(5), 824-851.
DOI
|
96 |
Varelas, M., Tucker-Raymond, Eli, & Richards, K. (2015b). A structure-agency perspective on young children's engagement in school science: Carlos's performance and narrative. Journal of Research in Science Teaching, 52(4), 516-529.
DOI
|
97 |
Weiland, I. (2015). An exploration of hispanic mothers' culturally sustaining experiences at an informal science center. Journal of Research in Science Teaching, 52(1), 84-106.
DOI
|
98 |
Wong, B. (2015). Careers "from" but not "in" science: why are aspirations to be a scientist challenging for minority ethnic students? Journal of Research in Science Teaching, 52(7), 979-1002.
DOI
|
99 |
Yerrick, R., Schiller, J., & Reisfeld, J. (2011). "Who are you callin' expert?": using student narratives to redefine expertise and advocacy lower track science. Journal of Research in Science Teaching, 48(1), 13-36.
DOI
|
100 |
Ryu, M. (2015b). Understanding Korean transnational girls in high school science classes: beyond the model minority stereotype. Science Education, 99(2), 350-377.
DOI
|
101 |
Forman, E., & Sink, W. (2006). Sociocultural approaches of learning science in classrooms. Commissioned paper for the National Academies committee.
|
102 |
Mallya, A., Mensah, F. M., Contento, I. R., Koch, P. A., & Calabrese Barton, A. (2012). Extending science beyond the classroom door: learning from students' experiences with the choice, control and change (C3) Curriculum. Journal of Research in Science Teaching, 49(2), 244-269.
DOI
|
103 |
Morales-Doyle, D. (2017). Justice-centered science pedagogy: a catalyst for academic achievement and social transformation. Science Education, 101, 1034-1060.
DOI
|
104 |
Lemke, J. L. (2001). Articulating communities: sociocultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296-16.
DOI
|
105 |
Choi, M., Kim, C., Park, E., & Jeong, W. (2014). Analysis of scaffolding phase in the discourse during docent-led tours in a science museum. Journal of the Korean Association for Science Education, 34(5), 499-510.
DOI
|
106 |
Department for Education & KOFAC (2016). A comprehensive plan for science education (2016-2020).
|
107 |
Penuel, W. R. (2016). Studying science and engineering learning in practice. Cultural Studies of Science Education, 11, 89-104.
DOI
|
108 |
Schademan, A. R. (2011). What does playing cards have to do with science? a resource-rich view of African American young men. Cultural Studies of Science Education, 6, 361-380.
DOI
|
109 |
Seiler, G. (2011). Becoming a science teacher: moving toward creolized science and an ethic of cosmopolitanism. Cultural Studies of Science Education, 6, 13-32.
DOI
|
110 |
Parsons, E. C. (2008). Learning contexts, Black cultural ethos, and the science achievement of African American students in an urban middle school. Journal of Research in Science Teaching, 45(6), 665-683.
DOI
|
111 |
Pike, A. G., & Dunne, M. (2011). Student reflections on choosing to study science post-16. Cultural Studies of Science, 6, 485-500.
DOI
|
112 |
Pitts, W. (2011). Potentialities beyond deficit perspectives: globalization, culture and urban science education in the Bronx. Cultural Studies of Science Education, 6, 89-112.
DOI
|
113 |
Rahm (2008). Urban youths' hybrid positioning in science practices at the margin: a look inside a school-museum-scientist partnership project and an after-school science program. Cultural Studies of Science Education, 3, 97-121.
DOI
|
114 |
Harper, S. G. (2017). Engaging Karen refugee students in science learning through a cross-cultural learning community. International Journal of Science Education, 39(3), 358-376.
DOI
|
115 |
Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: a gender study. Journal of Research in Science Teaching, 47(8), 978-1003.
DOI
|
116 |
Eisenhart, (2008). Globalization and science education in a community-based after-school program. Cultural Studies of Science Education, 3, 73-95.
DOI
|
117 |
DeGennaro, D., & Brown, T. L. (2009). Youth voices: connections between history, enacted culture and identity in a digital divide initiative. Cultural Studies of Science Education, 4, 13-39.
DOI
|
118 |
Dimick, A. S. (2016). Exploring the potential and complexity of a critical pedagogy of place in urban science education. Science Education, 100(5), 814-836.
DOI
|
119 |
Eastman, M. G., Christman, J., Zion, G. H., & Yerrick, R. (2017). To educate engineers of to engineer educators?: exploring access to engineering careers. Journal of Research in Science Teaching, 54(7), 884-913.
DOI
|
120 |
Calabrese Barton, A., & Tan, E. (2009). Funds of knowledge and discourses and hybrid space. Journal of Research in Science Teaching, 46(1), 50-73.
DOI
|
121 |
Carlone, H. B., Scott, C. M., & Lowder, C. (2014). Becoming (less) scientific: a longitudinal study of students' identity work from elementary to middle school science. Journal of Research in Science Teaching, 51(7), 836-869.
DOI
|
122 |
Carlone, H. B., Huffling, L. D., Tomasek, T., Hegedus, T. A.,Matthews, C. E., Allen, M. H., & Ash, M. C. (2015a) 'Unthinkable' selves: identity boundary work in a summer field ecology enrichment program for diverse youth, International Journal of Science Education, 37(10), 1524-1546.
DOI
|
123 |
Archer, L., Dewitt, J., Osborne, J., & Dillon, J., Willis, B., & Wong, B. (2010). "Doing" science versus "being" a scientist: examining 10/11-year-old school children's constructions of science through the lens of identity. Science Education, 94(4), 617-639.
DOI
|
124 |
Eisenhart, M., Weis, L., Allen, C. D., Cipollone, K. Stich, A., Dominguez, R. (2015). High school opportunities for STEM: comparing inclusive STEM-focused and comprehensive high schools in two US cities. Journal of Research in Science Teaching, 52(6), 763-789.
DOI
|
125 |
Elmesky, R. (2011). Rap as a roadway: creating creolized forms of science in an era of cultural globalization. Cultural Studies of Science Education, 6, 49-76.
DOI
|
126 |
Alexakos, K., Jones, J. K., & Rodriguez, V. H. (2011). Fictive kinship as it mediates learning, resiliency, perseverance, and social learning of inner-city high school students of color in a college physics class. Cultural Studies of Science Education, 6, 847-870.
DOI
|
127 |
Danielsson, A. T. (2014). In the physics class: university physics students' enactment of class and gender in the context of laboratory work. Cultural Studies of Science Education, 9, 477-494.
|
128 |
Carlone, H. B., Johnson, A., Scott, C. M. (2015b). Agency amidst formidable structures: how girls perform gender in science class. Journal of Research in Science Education, 52(4), 474-488.
|