'I Can Be the Weird STEM Kid Who Is Also Gay': Queer Rightful Presence in STEM Making
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| Title: | 'I Can Be the Weird STEM Kid Who Is Also Gay': Queer Rightful Presence in STEM Making |
|---|---|
| Language: | English |
| Authors: | Colby Tofel-Grehl (ORCID |
| Source: | Journal of the Learning Sciences. 2024 33(4-5):799-842. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 44 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | STEM Education, LGBTQ People, Access to Education, Learning Activities, Educational Environment, Shared Resources and Services, Self Concept, Interpersonal Relationship, Social Bias, Summer Programs, Day Camp Programs, Preadolescents, Adolescents, Rural Areas |
| Geographic Terms: | Utah |
| DOI: | 10.1080/10508406.2024.2409101 |
| ISSN: | 1050-8406 1532-7809 |
| Abstract: | Background: STEM participation is often associated with the disenfranchisement of historically marginalized individuals. Disrupting these standing injustices to establish "rightful presence" with equitable opportunity, access, and cultural standing to shape and pursue STEM endeavors in ways that are inclusive of individuals' identities is a critical objective. However, research to understand and facilitate STEM experiences of queer youth what are also navigating their own relationships with gender- and heteronormativity is limited. Making--employing STEM to design artifacts in an informal learning environment--can disrupt conventional approaches to STEM activity in ways that support inclusive STEM engagement through crafting and personalized design. Method: This social design experiment examines the ways in which the design of maker activities and spaces can support queer rightful presence within STEM spaces. Findings: We found that maker communities can frame and collectively engage issues of identity formulation that are both dynamic and fluid in nature as part of bolstering STEM affinity. As participants' multifaceted identities unfolded through making projects that deliberately invited identity into design, they established rightful presence for intertwined queer and STEM identities. Contribution: This study extends the rightful presence framework to engage fluid, queer identities and illustrates making rightful presence practices that deliberately engage multifaceted identities. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451573 |
| Database: | ERIC |
| Abstract: | Background: STEM participation is often associated with the disenfranchisement of historically marginalized individuals. Disrupting these standing injustices to establish "rightful presence" with equitable opportunity, access, and cultural standing to shape and pursue STEM endeavors in ways that are inclusive of individuals' identities is a critical objective. However, research to understand and facilitate STEM experiences of queer youth what are also navigating their own relationships with gender- and heteronormativity is limited. Making--employing STEM to design artifacts in an informal learning environment--can disrupt conventional approaches to STEM activity in ways that support inclusive STEM engagement through crafting and personalized design. Method: This social design experiment examines the ways in which the design of maker activities and spaces can support queer rightful presence within STEM spaces. Findings: We found that maker communities can frame and collectively engage issues of identity formulation that are both dynamic and fluid in nature as part of bolstering STEM affinity. As participants' multifaceted identities unfolded through making projects that deliberately invited identity into design, they established rightful presence for intertwined queer and STEM identities. Contribution: This study extends the rightful presence framework to engage fluid, queer identities and illustrates making rightful presence practices that deliberately engage multifaceted identities. |
|---|---|
| ISSN: | 1050-8406 1532-7809 |
| DOI: | 10.1080/10508406.2024.2409101 |
