Scientists can’t really talk to people

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

Bibliographic Data

ID7809561
AuthorsSarah K Braden (0000-0002-4148-1870)
Year2020
Volume22
Issue2
Pages87-108
Publication date2020-08-31
Open AccessYes
TypeARTICLE
VenueInternational Journal of Multicultural Education (JOURNAL)
Journal identifiersISSN: 1934-5267 • E-ISSN: 1934-5267
PublisherEastern University (PUBLISHER • US)
DOI10.18251/ijme.v22i2.2439
OpenAlexW3082271234
LanguageEN
Citations received4
References cited13

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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