From peripheral to central, the story of Melanie's metamorphosis in an urban middle school science class

Science Education

Volumn 92, Issue 4, 2008, Pages 567-590

  Tan, Edna ^a   Barton, Angela Calabrese ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 47049119807     PISSN: 00368326     EISSN: 1098237X     Source Type: Journal    
DOI: 10.1002/sce.20253     Document Type: Article

References (45)

1. Aikenhead, G. S. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1-52.
2. Aikenhead, G. S., & Jegede, O. J. (1999). Cross-cultural science education: A cognitive education of a cultural phenomenon. Journal of Research in Science Teaching, 36(3), 269-287.
3. American Association of University Women (AAUW) Educational Foundation. (1992). How schools shortchange girls. Washington, DC: Author.
4. American Association of University Women Educational Foundation. (1998). Gender gaps: Where schools still fail our children. Washington, DC: Author.
5. American Association of University Women Educational Foundation. (1999). Gaining a foothold: Women's transitions through work and college. Washington, DC: Author.
6. Atwater, M., Wiggins, J., & Gardner, C. (1995). A Study of urban middle school students with high and low attitudes toward science. Journal of Research in Science Teaching, 32, 665-677.
7. Ballenger, C. (2000). Bilingual in two senses. In Z. Beykont (Ed.), Lifting every voice: Pedagogy and the politics of bilingualism (pp. 95-112). Cambridge, MA: Harvard Education Publishing Group.
8. Brickhouse, N. W., Lowery, P., & Schultz, K. (2000). What kind of a girl does science? The construction of school science identities. Journal of Research in Science Teaching, 37(5), 441-458.
9. Brickhouse, N. W., & Potter, J. T. (2001). Young women's scientific identity formation in an urban context. Journal of Research in Science Teaching, 38(8), 965-980.
10. Brown, B. A. (2004). Discursive identity: Assimilation into the culture of science and its implications for minority students. Journal of Research in Science Teaching, 41(8), 810-834.
11. Brown, B. A., Reveles, J. M., & Kelly, G. J. (2005). Scientific literacy and discursive identity: A theoretical framework for understanding science learning. Science Education, 89(1), 779-802.
12. Butler, J. (1997). Excitable speech: A politics of the performative. New York: Routledge.
13. Calabrese Barton, A., Tan, E., & Rivet, A. (in press). Creating hybrid spaces for engaging school science among urban middle school girls. American Educational Research Journal.
14. Calabrese Barton, A., & Yang, K. (2000). The culture of power and science education: Learning from Miguel. Journal of Research in Science Teaching, 37(8), 871-889.
15. Carlone, H. B. (2004). The cultural production of science in reform-based physics: Girls' access, participation, and resistance. Journal of Research in Science Teaching, 41(4), 392-414.
16. Chambers, D. W. (1983). Stereotypic images of the scientist: The draw-a-scientist test. Science Education, 67(2), 255-265.
17. Costa, V. (1995). When science is "another world:" Relationship between worlds of family, friends, school and science. Science Education, 79(3), 313-333.
18. Donmoyer, R. (1990). Generalizability and the single-case study. In E. Eisner & A. Peshkin (Eds.), Qualitative inquiry in education: The continuing debate (pp. 175-200). New York: Teachers College Press.
19. Fordham, S. (1993). Those loud black girls': (Black) women, silence, and gender "passing" in the academy. Anthropology and Education Quarterly, 24(1), 3-32.
20. Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses. London and Bristol, PA: Taylor & Francis.
21. Gee, J. P. (1999). An introduction to discourse analysis: Theory and method. New York: Routledge.
22. Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.
23. Gilbert, J., & Calvert, S. (2003). Challenging accepted wisdom: Looking at the gender and science education question through a different lens. International Journal of Science Education, 25, 861-878.
24. Glaser, B.,& Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine.
25. Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. New York: Cambridge University Press.
26. Holland, J., Blair, M., & Sheldon, S. (Eds.) (1995). Debates and issues in feminist research and pedagogy. Clevedon, England: The Open University.
27. Holland, D., Skinner, D., Lachicotte, W. J., & Cain, C. (2001). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
28. Howes, E. (1998). Connecting girls and science: A feminist teacher research study of high school prenatal testing unit. Journal of Research in Science Teaching, 35(8), 877-896.
29. Howes, E. (2002). Connecting girls and science: Constructivism, feminism and science education reform. New York: Teachers College Press.
30. Kozoll, R. H., & Osborne, M. D. (2004). Finding meaning in science: Life world, identity, and self, Science Education, 88, 157-181.
31. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
32. Lee, J. (2002). More than ability: Gender and personal relationships influence science and technology involvement. Sociology of Education, 75(4), 349.
33. Malcolm, S. (1997). Girls succeeding in mathematics, science and technology: Who works and what works. Paper presented at the American Association of University Women Conference Proceedings, Philadelphia, PA.
34. Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70.
35. Parker, L., & Rennie, L. (2000). Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex science classrooms. International Journal of Science Education, 24(9), 881-897.
36. Reveles, J. M., Cordova, R., & Kelly, G. J. (2004). Science literacy and academic identity formulation. Journal of Research in Science Teaching, 41(10), 1111-1144.
37. Rosebery, A., Warren, B., & Conant, F. (1992). Appropriating scientific discourse: Findings from language minority classrooms. The Journal of the Learning Sciences, 2, 61-94.
38. Sadker, M., & Sadker, D. (1995). Failing at fairness: How America's schools cheat girls. New York: Macmillan.
39. Stapleton, K. (2001). Constructing a feminist identity: Discourse and the community of practice. Feminism & Psychology, 11(4), 459-491.
40. Strauss, A. (1987). Qualitative analysis for social scientists. Cambridge, England: Cambridge University Press.
41. Strauss, A., & Corbin, J. (1990). Basis of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
42. Varelas, M., Becker, J., Luster, B., & Wenzel, S. (2002). When genres meet: Inquiry into a sixth grade urban science class. Journal of Research in Science Teaching, 39(7), 579-605.
43. Warren, B., & Rosebery, A. (1996). "This question is just too, too easy!": Perspectives from the classroom on accountability in science. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education (pp. 97-125). Hillsdale, NJ: Erlbaum.
44. Warren, B., Rosebery, A. S., & Conant, F. (1994). Discourse and social practice: Learning science in language minority classrooms. In D. Spener (Ed.), Adult biliteracy in the United States (pp. 191 -210). McHenry, IL: Center for Applied Linguistics and Delta Systems Co.
45. Yin, R. (1994). Case study research: Design and methods. Thousand Oaks, CA: Sage.