"We Actually Made Something and Solved a Problem": Exploring Relationships between Middle School Engineering Culture and Girls' Engineering Experiences

Autor/inn/en	Benavides, Aerin W.; Tan, Edna; Calabrese Barton, Angela
Titel	"We Actually Made Something and Solved a Problem": Exploring Relationships between Middle School Engineering Culture and Girls' Engineering Experiences
Quelle	In: Science Education, 107 (2023) 1, S.149-179 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Benavides, Aerin W.) ORCID (Tan, Edna) ORCID (Calabrese Barton, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21770
Schlagwörter	Engineering Education; Womens Education; Females; Student Participation; Equal Education; STEM Education; Self Efficacy; Social Justice; Middle School Students; Science Education; Grade 6; Student Experience + Suchen Sie Ihr Suchwort? Ingenieurausbildung; 'Women''s education'; Frauenbildung; Weibliches Geschlecht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; STEM; Self-efficacy; Selbstwirksamkeit; Soziale Gerechtigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Naturwissenschaftliche Bildung; School year 06; 6. Schuljahr; Schuljahr 06; Studienerfahrung
Abstract	As historically construed, both engineering culture and school science culture marginalize girls. With the focus on engineering in the Next Generation Science Standards (NGSS), engineering education researchers have called for a more targeted investigation of how girls at the K-12 level engage in engineering. This study investigates, through critical participatory ethnography, how 6th grade girls engaged in an Engineering for Sustainable Communities unit (EfSC) guided by conceptual frameworks centered on Cultural Ways of Learning and Rightful Presence. Three in-depth cases are presented that explore the kinds of engineering problem spaces girls chose to address through iterative design of functional prototypes. Findings reveal, first, how anchoring engineering in girls' embodied experiences supported new forms of participation, new roles for embodied experiences and new making present practices, thereby solidifying a more equitable culture. Second, as the girls moved and hybridized embodied community/STEM ideas and resources, they organized and put into action (through decisions made while "doing" engineering) their values, ideals and desires and that of their communities. Third, we found signifiers, themes, symbols and practices of an emergent engineering culture in which girls positioned themselves as able. These effected engineering for social-spatial justice using a technically rich and socially specific iterative engineering process which seeded a rightful presence for girls in middle school science. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01