Whose banner are we waving? Exploring STEM partnerships for marginalized urban youth

Monica L. Ridgeway; Randy K. Yerrick

doi:10.1007/s11422-016-9773-1

Whose banner are we waving? Exploring STEM partnerships for marginalized urban youth

Monica L. Ridgeway
, Randy K. Yerrick

Department of Engineering Education

SUNY Buffalo

Research output: Contribution to journal › Article › peer-review

31 Scopus citations

Abstract

This case study examines after school programming in citizen science from the perspective of Critical Race Theory. During the course of enacting community outreach projects this data was used to examine the positioning of experts, student, and teachers within the program. This study explores the role of race and ethnicity, and the ways in which marginalization can manifest itself with black urban youth and teachers. Implications for partner selection and training are addressed.

Original language	English
Pages (from-to)	59-84
Number of pages	26
Journal	Cultural Studies of Science Education
Volume	13
Issue number	1
DOIs	https://doi.org/10.1007/s11422-016-9773-1
State	Published - Mar 1 2018

Keywords

Citizen Science Education
Critical Race Theory
Culturally relevant pedagogy
Equity
STEM

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10.1007/s11422-016-9773-1

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Whose banner are we waving? Exploring STEM partnerships for marginalized urban youth

Abstract

Keywords

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