Constraining the discourse community

How science discourse perpetuates marginalization of underrepresented students

Bibliographic Data

ID12890239
AuthorsRandy Yerrick (0000-0001-8208-3636, University at Buffalo, State University of New York, corresponding author), Andrew Gilbert (0000-0002-5645-8833, The Evergreen State College)
Year2011
Volume6
Issue1
Pages67-91
Publication date2011-03-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Multicultural Discourses (JOURNAL)
Journal identifiersISSN: 1744-7143 • E-ISSN: 1747-6615
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17447143.2010.510909
OpenAlexW2059011706
LanguageEN
Citations received3
References cited77

This ethnographic study examines how lower-track rural African American students make sense of their position in school and what role school science discourse plays in their micro-cultural identity formation. The objectives of the study are to determine the science discourse's role in (1) determining access to knowledge, (2) affecting lower-track students' perceptions of school, and (3) perpetuating lower-track science students' identity. The constraints identified with lower-track science classroom discourse are strong hegemonic factors in determining students' behaviors, beliefs, and social and academic positions in the school hierarchy. Other school discourse practices involving disciplinary measures and counselor recommended tracking round out a strong arsenal to maintain students' perceived place in school. Implications for rethinking science classroom discourse are discussed

Discipline · Discourse analysis · Ethnography · Hegemony · Hierarchy · Identity (music · Linguistics · Pedagogy · Perception · Political science · Politics · Social science · Sociology · Tracking (education · Anthropology · Educational Environments and Student Outcomes · Gender Studies · Indigenous and Place-Based Education · Psychology · Science Education and Pedagogy

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