Science Identity Possibilities: A Look into Blackness, Masculinities, and Economic Power Relations

Y

9

Self Concept; STEM Education; African American Students; Males; Informal Education; Social Justice; Masculinity; Race; Gender Differences; Socioeconomic Status; Racial Relations; Science Education; Foreign Policy; History; Racial Bias; Cross Cultural Studies; Foreign Countries

United States; Brazil

10.1007/s11422-018-9859-z

1871-1502

This forum paper dialogues with Sheron Mark's "A bit of both science and economics: a non-traditional STEM identity narrative. In her paper, she discusses the development of a Science, Technology, Engineering, and Mathematics (STEM) identity by a young African American male during an informal STEM for Social Justice Program. Here, the discussion focuses on Black masculinities, identity formation, and the role of science educators in making STEM fields a welcoming place for young Black men. Drawing from Mark's data and discussion, this paper is a dialogue between science identity possibilities in the United States and in Brazil when we look at the intersections of race, gender, and socioeconomic status. Using the shared colonial past of both countries a connection is established to address race relations within science education. The main argument in this paper is that racism can no longer be denied and dismissed by the science education community worldwide and that intersectional approaches are needed to face this issue.

As Provided

22

2018

EJ1197612