A CRITIQUE OF THE STEM PIPELINE: YOUNG PEOPLE'S IDENTITIES IN SWEDEN AND SCIENCE EDUCATION POLICY

被引：16

作者：

Mendick, Heather

Berge, Maria ^{[1
]}

Danielsson, Anna ^{[2
]}

机构：

[1] Umea Univ, Dept Sci & Math Educ, Umea, Sweden

[2] Waterloo Bridge Wing, Sch Educ Commun & Soc, Sci Educ, London, England

来源：

BRITISH JOURNAL OF EDUCATIONAL STUDIES | 2017年 / 65卷 / 04期

基金：

瑞典研究理事会;

关键词：

ethnicity; gender; policy; science; social class; STEM pipeline; PHYSICS; GIRLS; PARTICIPATION; ACHIEVEMENT; SCIENTISTS; STUDENT; GENDER; WOMEN;

D O I：

10.1080/00071005.2017.1300232

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this article, we develop critiques of the pipeline model which dominates Western science education policy, using discourse analysis of interviews with two Swedish young women focused on 'identity work'. We argue that it is important to unpack the ways that the pipeline model fails to engage with intersections of gender, ethnicity, social class and nationality, and their impact on science and with debates about science as elitist and implicated in neoliberalism.

引用

页码：481 / 497

页数：17

共 54 条

[1]

Agren I., 2016, THESIS

[2] Students' Choice of Post-Compulsory Science: In search of schools that compensate for the socio-economic background of their students [J].