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坚持在生物医学研究领域的职业生涯:一个黑人,男性科学家的变化-科学家-具有多个空间配置
Katherine Ann Ayers1,2, Alison Happel-Parkins2, Olayinka Mohorn-Mintah2
1St. Jude Children's Research Hospital, Memphis, TN 38105.
CBE life sciences education
|January 29, 2025
概括
科学认同通过与各种力量的互动来动态发展,特别是对于边缘化的学生来说. 在科学,技术,工程,数学和医学 (STEMM) 领域的坚持下,支持性环境和对文化敏感的指导是至关重要的.
科学领域:
- 科学教育科学教育教育.
- 科学社会学科学社会学
- 发展身份 发展身份
背景情况:
- 科学认同发展的传统模型往往忽视了这个过程的复杂性,关系性和非线性.
- 系统性种族主义和机构实践显著影响到边缘化的学生在STEMM领域的经验和坚持.
- 了解学生如何在多个学习环境中进行导航是促进包容性科学教育的关键.
研究的目的:
- 探索"成为科学家"的概念,将科学身份重新定义为一个不断发展的关系过程.
- 为了检查黑人男性学生的科学身份是如何被各种STEMM学习空间的物质和话语力量塑造的.
- 突出权力,系统性种族主义和制度实践在塑造科学认同发展中的作用.
主要方法:
- 定性案例研究专注于一个黑人男性学生的旅程,特拉维斯,通过本科学生生物学,研究计划,和一个课后的STEMM俱乐部.
- 分析在正规和非正规教育环境中排斥和肯定的做法是如何影响他坚持STEMM的.
- 在STEMM学习环境中概念化身份谈判.
主要成果:
- 正式STEMM教育中的排斥性做法造成了障碍,而在非正式环境中肯定做法则促进了持久性.
- 支持性关系,对文化敏感的指导和替代的学习环境对于破坏系统性种族主义至关重要.
- 科学身份是一个流动,有争议和共同构建的过程,由与物质和话语力量的纠形成.
结论:
- 科学认同的发展是一个持续的谈判 ("成为科学家") 在特定的学习背景下.
- 包容性和肯定性的STEMM学习空间对于支持边缘化的学生的坚持和成功至关重要.
- 对科学身份的重新构想方法必须承认其动态,关系和上下文依赖的性质,以促进公平.
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