Background/Context Large gaps in achievement and interest in science and engineering
(STEM) persist for youth growing up in poverty, and in particular for African American and …

Background To attend to the social production of girls of color in science through the lens of
history in person and local contentious practice, we propose a relational and …

Out of school time (OST) STEM opportunities are often presented as ways to support student
achievement, understanding, and identity in STEM. Recent work has begun to explore how …

This study introduces a new group of students to the postsecondary science agenda:
latecomers to science. Latecomers, who enter postsecondary science through alternative …

In this article we studied how community educators' designed for equity in an after school
science program. Building from discussions of equity in out‐of‐school‐time (OST) science …

Research has shown that African American girls are interested in science but not as likely to
pursue science-related careers as their white or male peers. Although out of school time …

Through two stories of youth voice, learning, and identity development in an afterschool
science program for girls only, we show the ways in which such programs can be …

We examine in-depth cases of youth makers from non-dominant communities in two
makerspace clubs in two different mid-sized US cities. We argue that through their making …

Marta Civil's paper “STEM learning research through a funds of knowledge lens” can be
read as a story about her trajectory as a researcher of everyday and school mathematics …

This chapter untangles the methodological challenges and possibilities provoked by a
sociomaterial approach to multisite ethnography. Sociomaterial theories challenge the focus …