Scientists can’t really talk to people

Unpacking students’ metacommentary on the racialized and gendered science nerd trope

Datos Bibliográficos

ID7809561
AutoresSarah K Braden (0000-0002-4148-1870)
Año2020
Volumen22
Número2
Páginas87-108
Fecha de publicación2020-08-31
Open AccessSí
TipoARTICLE
RevistaInternational Journal of Multicultural Education (JOURNAL)
Identificadores de la revistaISSN: 1934-5267 • E-ISSN: 1934-5267
EditorialEastern University (PUBLISHER • US)
DOI10.18251/ijme.v22i2.2439
OpenAlexW3082271234
IdiomaEN
Citas recibidas4
Referencias citadas13

Mass-media representations of the stereotypical science nerd position scientists as white, male, and largely English-speaking. Teachers and students who state a desire to work in equitable science learning communities may nonetheless reproduce inequities through their classroom practices which either embody or validate the science nerd stereotype. This study compares secondary students’ metacommentary on the science nerd trope in a mass-media representation to their metacommentary on their own and their peers’ classroom practices and sheds light on design elements for Critical Race Media Literacy (Yosso, 2002) tasks that may promote equity in science education spaces

Art · Literature · Media studies · Nerd · Pedagogy · Science education · Sociology · Stereotype (UML · Trope (literature · Climate Change Communication and Perception · Psychology · Science Education and Pedagogy · Science Education and Perceptions · Gender Studies · Social Psychology

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