STEM Education Reform in Urban High Schools
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A01=Lois Weis
A01=Margaret A. Eisenhart
academic achievement
Age Group_Uncategorized
Age Group_Uncategorized
Author_Lois Weis
Author_Margaret A. Eisenhart
automatic-update
Buffalo
career trajectories
Category1=Non-Fiction
Category=JN
Category=JNA
Category=JNT
college attendance
COP=United States
cultural models of math and science
Delivery_Delivery within 10-20 working days
Denver
engineering education
eq_bestseller
eq_isMigrated=0
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
ethnography
figured worlds of STEM
high school
higher education
Language_English
low-income students
mathematics education
meaning systems
minoritized students
non-selective comprehensive high schools
non-selective urban schools
opportunity erosion
opportunity structures
PA=Available
Price_€20 to €50
PS=Active
science education
softlaunch
STEM college majors
STEM discourses
STEM education
STEM pipeline
STEM-focused public high schools
student success
technology programs
Product details
- ISBN 9781682537626
- Weight: 363g
- Dimensions: 149 x 228mm
- Publication Date: 30 Sep 2022
- Publisher: Harvard Educational Publishing Group
- Publication City/Country: US
- Product Form: Paperback
- Language: English
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STEM Education Reform in Urban High Schools gives a nuanced view of the obstacles marginalized students face in STEM education—and explores how schools can better support STEM learners.
Reporting the results of a nine-year ethnographic study, the book chronicles the outcomes of various STEM education reforms in eight public high schools with nonselective admissions policies and high proportions of low-income and minoritized students: four schools in Denver, Colorado, and four in Buffalo, New York.
Margaret A. Eisenhart and Lois Weis follow the educational experiences of high-ability students from each school, tracking the students' high school-to-college-to-career trajectories. Through interviews with students, educators, and parents, as well as classroom and campus observations, the authors identify patterns in the educational paths of students who go on to great success in STEM occupations and those who do not. They discuss common mechanisms that undermine the stated goals of STEM programming—opportunity structures that are inequitable, erosion of program quality, and diversion of resources—as well as social and cultural constructs (the figured worlds of STEM) that exclude many minoritized students with potential for success from the STEM pipeline.
On a broader scope, the book explores how and why STEM education reform efforts fail and succeed. With an eye toward greater access to STEM learning, the authors show how lessons of past measures can inform future STEM initiatives.
Reporting the results of a nine-year ethnographic study, the book chronicles the outcomes of various STEM education reforms in eight public high schools with nonselective admissions policies and high proportions of low-income and minoritized students: four schools in Denver, Colorado, and four in Buffalo, New York.
Margaret A. Eisenhart and Lois Weis follow the educational experiences of high-ability students from each school, tracking the students' high school-to-college-to-career trajectories. Through interviews with students, educators, and parents, as well as classroom and campus observations, the authors identify patterns in the educational paths of students who go on to great success in STEM occupations and those who do not. They discuss common mechanisms that undermine the stated goals of STEM programming—opportunity structures that are inequitable, erosion of program quality, and diversion of resources—as well as social and cultural constructs (the figured worlds of STEM) that exclude many minoritized students with potential for success from the STEM pipeline.
On a broader scope, the book explores how and why STEM education reform efforts fail and succeed. With an eye toward greater access to STEM learning, the authors show how lessons of past measures can inform future STEM initiatives.
