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Awakening, Efficacy, and Action: A Qualitative Inquiry of a Social Justice‐Infused, Science Education Program
Author(s) -
Kozan Saliha,
Blustein David L.,
Barnett Michael,
Wong Catherine,
ConnorsKellgren Alice,
Haley James,
Patchen Amie,
Olle Chad,
Diemer Matthew A.,
Floyd Ava,
Tan R. P. Benjamin,
Wan Deborah
Publication year - 2017
Publication title -
analyses of social issues and public policy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.479
H-Index - 31
eISSN - 1530-2415
pISSN - 1529-7489
DOI - 10.1111/asap.12136
Subject(s) - economic justice , social justice , psychological intervention , pedagogy , action (physics) , sociology , consciousness raising , qualitative research , psychology , social science , political science , law , physics , quantum mechanics , psychiatry
Abstract This article describes an innovative application of a social justice‐infused pedagogy to an out‐of‐school program for urban high school students. Using an interdisciplinary framework, the program featured a coherent synthesis of science, technology, engineering, and math (STEM) education, highlighting environmental and food justice perspectives; social justice education; and career and college planning. We used qualitative content analysis to analyze two separate interviews with six female and three male students of color ranging in age from 15 to 18 with an average age of 16.1 ( SD =1.26) across an approximately 10‐month time span. Utilizing a model of critical consciousness development as our organizing framework, we explored the students’ understanding of environmental and food justice issues. Participants indicated that they were actively engaged in learning about food and environmental justice, exploring STEM careers, and investigating the various ways that social justice is manifested in their lives. Implications for social justice and STEM education interventions as well as broader public policies are discussed.