Who Gets to Wonder? Astronomy, Gender, and the Cultural Politics of STEM Education
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| Title: | Who Gets to Wonder? Astronomy, Gender, and the Cultural Politics of STEM Education |
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| Language: | English |
| Authors: | Joanne Blannin (ORCID |
| Source: | Canadian Journal of Science, Mathematics and Technology Education. 2026 26(1). |
| 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: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | STEM Education, Politics of Education, Science Education, Astronomy, Females, Inclusion, Feminism, Learning Theories, Educational Research, Science Instruction, Curriculum Design, Sense of Belonging, Equal Education, Self Concept, Gender Issues |
| DOI: | 10.1007/s42330-026-00421-4 |
| ISSN: | 1492-6156 1942-4051 |
| Abstract: | Girls remain significantly underrepresented in science, technology, engineering, and mathematics (STEM), a disparity that reflects not only systemic barriers in education but also deeper cultural narratives about who science is for. Astronomy, often celebrated as an interdisciplinary and inspirational field, has been positioned as a potential gateway to increasing girls' STEM engagement. However, its effectiveness remains largely unproven, particularly regarding sustained participation and identity formation. This paper critically examines whether astronomy education can serve as a culturally inclusive pathway into STEM for girls. Drawing on feminist science studies, sociocultural learning theory, and intersectional research, it explores how pedagogy, curriculum design, and representation shape science engagement across formal and informal contexts. The analysis highlights the importance of early, inquiry-based, and interdisciplinary interventions that move beyond content knowledge to support identity development, belonging, and epistemic agency. While astronomy holds promise as a tool for broadening participation, current claims of its gateway potential are speculative without longitudinal, equity-oriented evidence. The paper calls for future research that centres culture, power, and learner voice--tracking not just whether girls participate in STEM, but how and under what conditions they thrive. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504699 |
| Database: | ERIC |
| Abstract: | Girls remain significantly underrepresented in science, technology, engineering, and mathematics (STEM), a disparity that reflects not only systemic barriers in education but also deeper cultural narratives about who science is for. Astronomy, often celebrated as an interdisciplinary and inspirational field, has been positioned as a potential gateway to increasing girls' STEM engagement. However, its effectiveness remains largely unproven, particularly regarding sustained participation and identity formation. This paper critically examines whether astronomy education can serve as a culturally inclusive pathway into STEM for girls. Drawing on feminist science studies, sociocultural learning theory, and intersectional research, it explores how pedagogy, curriculum design, and representation shape science engagement across formal and informal contexts. The analysis highlights the importance of early, inquiry-based, and interdisciplinary interventions that move beyond content knowledge to support identity development, belonging, and epistemic agency. While astronomy holds promise as a tool for broadening participation, current claims of its gateway potential are speculative without longitudinal, equity-oriented evidence. The paper calls for future research that centres culture, power, and learner voice--tracking not just whether girls participate in STEM, but how and under what conditions they thrive. |
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| ISSN: | 1492-6156 1942-4051 |
| DOI: | 10.1007/s42330-026-00421-4 |
