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Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs
Author(s) -
Archer Louise,
Godec Spela,
Calabrese Barton Angela,
Dawson Emily,
Mau Ada,
Patel Uma
Publication year - 2021
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.21602
Subject(s) - affordance , sociology , field (mathematics) , ethnography , informal learning , power (physics) , science education , public relations , pedagogy , political science , psychology , mathematics , pure mathematics , physics , quantum mechanics , anthropology , cognitive psychology
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.