Allison J Gonsalves
Datos Biográficos
| ID | 6559580 |
|---|---|
| NOMBRE | Allison J Gonsalves |
| NOMBRES | Allison J |
| APELLIDO | Gonsalves |
| FIRMA | GONSALVES A J |
| AFILIACIONES | McGill University |
| ORCID | 0000-0001-5613-0689 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 6 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2018 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Queer in Science, Technology, Engineering, and Mathematics
This multiple case study explores the intersections of queerness/transness and science education through a combined framework of queer theory, intersectionality, the construct of figured worlds and science identity. The study uses a life‐history approach to characterize the trajectories of three purposefully selected queer individuals who are currently working in a European or US‐based higher education institution. We collected data through multi…
Refiguring research stories of science identity by attending to the embodied, affective, and non-human
This perspective article draws on conversations with a program coordinator in a community organization that guided the development of an after school Convoclub for girls, which focused on understanding the role of science in their lives. We examine our conversations with the program coordinator to understand how affective placemaking, brought about by engagement in a digital storytelling project, created a new space for girls' engagement in scien…
Young women of color figuring science and identity within and beyond an afterschool science program
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 nonrepresentational reading of STEM pathways. We invoke the conceptual lenses of wayfaring, knots, and meshwork to highlight the infinite ways of figuring science and becoming a science person in movement. We understand this as a life-long embodied process, entangled and marke…
“Anybody can do science if they're brave enough”
This article reports on research investigating the experiences and resources that make science thinkable for undergraduate science majors as they engage in postsecondary science contexts. We regard these experiences and resources as contributing to science majors' science capital , and we suggest that science capital accumulates over time across identity trajectories . Using a multiple case study approach, we characterize seven undergraduate scie…
Dis)embodied masculinity and the meaning of (non)style in physics and computer engineering education
Physics- and computer-related disciplines are strongly male dominated in Western higher education. Feminist research has demonstrated how this can be understood as reflecting a strong privileging of mind and rationality (over body/nature/emotions) in these disciplines, which harmonises with broader notions of masculinity as transcendental and disembodied. However, as we demonstrate in this paper, being recognised as legitimate in these fields is …
Gender equality as a resource and a dilemma
This article explores how female university students’ abilities to present themselves as ‘authentic’ engineers are imbricated with discursive constructions of gender and gender equality. The empirical data comes from interviews and video diaries collected with three female engineering students. The analysis demonstrates the power of the Swedish gender equality discourse to inform the students’ talk as they negotiate their gendered identities to b…
The Pride and Joy of Engineering? The Identity Work of Male Working-Class Engineering Students
In this article, we explore the identity work done by four male, working-class students who participate in a Swedish mechanical engineering program, with a focus on their participation in project work. A focus on how individuals negotiate their participation in science and technology disciplines has proven to be a valuable way to study inclusion and exclusion in such disciplines. This is of particular relevance in engineering education where it i…
Practice-Based Pedagogy in Mathematics and Science Teaching Methods
The Pride and Joy of Engineering? The Identity Work of Male Working-Class Engineering Students
In this article, we explore the identity work done by four male, working-class students who participate in a Swedish mechanical engineering program, with a focus on their participation in project work. A focus on how individuals negotiate their participation in science and technology disciplines has proven to be a valuable way to study inclusion and exclusion in such disciplines. This is of particular relevance in engineering education where it i…
Dis)embodied masculinity and the meaning of (non)style in physics and computer engineering education
Physics- and computer-related disciplines are strongly male dominated in Western higher education. Feminist research has demonstrated how this can be understood as reflecting a strong privileging of mind and rationality (over body/nature/emotions) in these disciplines, which harmonises with broader notions of masculinity as transcendental and disembodied. However, as we demonstrate in this paper, being recognised as legitimate in these fields is …
Gender equality as a resource and a dilemma
This article explores how female university students’ abilities to present themselves as ‘authentic’ engineers are imbricated with discursive constructions of gender and gender equality. The empirical data comes from interviews and video diaries collected with three female engineering students. The analysis demonstrates the power of the Swedish gender equality discourse to inform the students’ talk as they negotiate their gendered identities to b…
Practice-Based Pedagogy in Mathematics and Science Teaching Methods
The Pride and Joy of Engineering? The Identity Work of Male Working-Class Engineering Students
In this article, we explore the identity work done by four male, working-class students who participate in a Swedish mechanical engineering program, with a focus on their participation in project work. A focus on how individuals negotiate their participation in science and technology disciplines has proven to be a valuable way to study inclusion and exclusion in such disciplines. This is of particular relevance in engineering education where it i…
“Anybody can do science if they're brave enough”
This article reports on research investigating the experiences and resources that make science thinkable for undergraduate science majors as they engage in postsecondary science contexts. We regard these experiences and resources as contributing to science majors' science capital , and we suggest that science capital accumulates over time across identity trajectories . Using a multiple case study approach, we characterize seven undergraduate scie…
Dis)embodied masculinity and the meaning of (non)style in physics and computer engineering education
Physics- and computer-related disciplines are strongly male dominated in Western higher education. Feminist research has demonstrated how this can be understood as reflecting a strong privileging of mind and rationality (over body/nature/emotions) in these disciplines, which harmonises with broader notions of masculinity as transcendental and disembodied. However, as we demonstrate in this paper, being recognised as legitimate in these fields is …
Gender equality as a resource and a dilemma
This article explores how female university students’ abilities to present themselves as ‘authentic’ engineers are imbricated with discursive constructions of gender and gender equality. The empirical data comes from interviews and video diaries collected with three female engineering students. The analysis demonstrates the power of the Swedish gender equality discourse to inform the students’ talk as they negotiate their gendered identities to b…
Young women of color figuring science and identity within and beyond an afterschool science program
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 nonrepresentational reading of STEM pathways. We invoke the conceptual lenses of wayfaring, knots, and meshwork to highlight the infinite ways of figuring science and becoming a science person in movement. We understand this as a life-long embodied process, entangled and marke…
Refiguring research stories of science identity by attending to the embodied, affective, and non-human
This perspective article draws on conversations with a program coordinator in a community organization that guided the development of an after school Convoclub for girls, which focused on understanding the role of science in their lives. We examine our conversations with the program coordinator to understand how affective placemaking, brought about by engagement in a digital storytelling project, created a new space for girls' engagement in scien…
Queer in Science, Technology, Engineering, and Mathematics
This multiple case study explores the intersections of queerness/transness and science education through a combined framework of queer theory, intersectionality, the construct of figured worlds and science identity. The study uses a life‐history approach to characterize the trajectories of three purposefully selected queer individuals who are currently working in a European or US‐based higher education institution. We collected data through multi…
Sociology (7 obras) · Career Development and Diversity (6 obras) · Pedagogy (6 obras) · Psychology (5 obras) · Aesthetics (4 obras) · Epistemology (4 obras) · Art (3 obras) · Computer Science (3 obras) · Gender Studies (3 obras) · Gender Studies (3 obras)