Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Equal Education | 2 |
| Informal Education | 2 |
| STEM Education | 2 |
| Affordances | 1 |
| Disproportionate… | 1 |
| Early Adolescents | 1 |
| Foreign Countries | 1 |
| Models | 1 |
| Outcomes of Education | 1 |
| Power Structure | 1 |
| Science Education | 1 |
| More ▼ | |
Author
| Archer, Louise | 2 |
| Dawson, Emily | 2 |
| Godec, Spela | 2 |
| Mau, Ada | 2 |
| Patel, Uma | 2 |
| Calabrese Barton, Angela | 1 |
| Calabrese Barton, Angela M. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Secondary Education | 1 |
Audience
Location
| United Kingdom | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkArcher, Louise; Calabrese Barton, Angela M.; Dawson, Emily; Godec, Spela; Mau, Ada; Patel, Uma – Cultural Studies of Science Education, 2022
While there are many different frameworks seeking to identify what benefits young people might derive from participation in informal STEM (Science, Technology, Engineering and Mathematics) learning (ISL), this paper argues that the sector would benefit from an approach that foregrounds equity and social justice outcomes. We propose a new model for…
Descriptors: Models, STEM Education, Equal Education, Social Justice
Archer, Louise; Godec, Spela; Calabrese Barton, Angela; Dawson, Emily; Mau, Ada; Patel, Uma – Science Education, 2021
Supporting more equitable participation in science, technology, engineering, and mathematics (STEM) remains a key, persistent educational challenge. This paper employs a sociological Bourdieusian lens to explore how equitable youth outcomes might be supported through informal science learning (ISL). Drawing on multimodal, ethnographic data from…
Descriptors: Equal Education, STEM Education, Informal Education, Science Education
