'No, This Is 'Not' My Boyfriend's Computer': Elevating the Voices of Youth in STEM Education Research Leveraging Photo-Elicitation
Saved in:
| Title: | 'No, This Is 'Not' My Boyfriend's Computer': Elevating the Voices of Youth in STEM Education Research Leveraging Photo-Elicitation |
|---|---|
| Language: | English |
| Authors: | Daniel Edelen (ORCID |
| Source: | Journal for STEM Education Research. 2024 7(3):444-462. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | STEM Education, Youth, Photography, Case Studies, Females, Identification (Psychology), Self Concept, Empathy, Cooperative Learning, Empowerment, STEM Careers, Occupational Aspiration, Student Attitudes, Freehand Drawing, Intellectual Disciplines, Career Exploration, Elementary Secondary Education |
| DOI: | 10.1007/s41979-024-00118-z |
| ISSN: | 2520-8705 2520-8713 |
| Abstract: | We aim to elevate the stories and voices of youth in integrated STEM education, particularly those who have been historically marginalized and excluded from STEM spaces. Our research uses photo-elicitation to decenter the power of researchers and educators and elevate the experiences and expertise of youth in STEM. Findings are presented from three instrumental case studies, examining the perspectives of youth on what it means to do STEM, who belongs in STEM, and why STEM is important. The findings reveal that youth often perceive STEM as a siloed approach but also emphasize the need for greater integration of mathematics in STEM. Furthermore, the study highlights the importance of STEM identity development, showing that belonging in STEM is not just about future careers but also about fostering a sense of belonging in the present. Additionally, the study uncovers that youth invoke empathy and social consciousness when explaining the importance of integrated STEM, emphasizing the need to address racial, gender, and professional biases in STEM educational spaces. This prompts a reconsideration of the motivations behind integrated STEM education, emphasizing the value of developing STEM literacy for the well-being of all youth, not just as future workforce preparation. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1454950 |
| Database: | ERIC |
| Abstract: | We aim to elevate the stories and voices of youth in integrated STEM education, particularly those who have been historically marginalized and excluded from STEM spaces. Our research uses photo-elicitation to decenter the power of researchers and educators and elevate the experiences and expertise of youth in STEM. Findings are presented from three instrumental case studies, examining the perspectives of youth on what it means to do STEM, who belongs in STEM, and why STEM is important. The findings reveal that youth often perceive STEM as a siloed approach but also emphasize the need for greater integration of mathematics in STEM. Furthermore, the study highlights the importance of STEM identity development, showing that belonging in STEM is not just about future careers but also about fostering a sense of belonging in the present. Additionally, the study uncovers that youth invoke empathy and social consciousness when explaining the importance of integrated STEM, emphasizing the need to address racial, gender, and professional biases in STEM educational spaces. This prompts a reconsideration of the motivations behind integrated STEM education, emphasizing the value of developing STEM literacy for the well-being of all youth, not just as future workforce preparation. |
|---|---|
| ISSN: | 2520-8705 2520-8713 |
| DOI: | 10.1007/s41979-024-00118-z |
