The Cultural Production of Science in Reform-based Physics: Girls’ Access, Participation, and Resistance

By Heidi B. Carlone. 2004

409 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/f8b3b7b2e6064d6fdabe7ffe65ababd9c7aa2cf8

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In Developmental and Educational Psychology

In Education

In Safety Research

Citations in the corpus

Large‐scale science education intervention research we can use (2012, background): “Preparing teachers to use these moves is not a simple or easy matter (Michaels & O’Connor, 2011), and students themselves may meet their teachers’ efforts with resistance (Carlone, 2004).”
Adolescent boys’ science aspirations: Masculinity, capital and power (2014, positive): “ As research has shown, tensions between student and institutional and/or disciplinary identities (Brickhouse, Lowery, & Schultz, 2000 ; Carlone, 2004 ) can impact on students' ability to successfully learn science and successful participation in…”
Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study. (2010, positive): “Conceptualizing identity through self-perceptions as a ‘‘ type of person ’’ has been common in the science education literature and beyond (e.g., Carlone, 2004; Pugh, 2004; Rahm, 2007; Rahm & Ash, 2008).”
Is Science Me? High School Students' Identities, Participation and Aspirations in Science, Engineering, and Medicine. (2009, background): “There has been considerable research on young people’s career interests, interactions with science, and development of confidence in and identification with science, primarily through small case studies, large quantitative datasets, and retrospective interviews of adults (Carlone, 2004; Furman & Cal”
HIGH ASPIRATIONS BUT LOW PROGRESSION: THE SCIENCE ASPIRATIONS–CAREERS PARADOX AMONGST MINORITY ETHNIC STUDENTS (2011, background): “, 2003), feminist theorisations of science and identity (e.g. Brickhouse & Potter, 2001; Calabrese, Barton & Brickhouse, 2006; Carlone, 2004; Carlone & Johnson, 2007), psychological theories of self-efficacy (e.”
#BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education (2018, background): “…embodiment of negotiated relationships among the STEM context (its operating power, norms, and culture) and Black females—their goals, thoughts, perceptions, and understandings of self in relation to others (e.g., see Brickhouse et al., 2000; Barton et al., 2013; Carlone, 2004; Tan et al., 2013).”
Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts (2009, background): “Although research into the gender and science and technology has not received much recent attention (see Bianchini & Solomon, 2003; Carlone, 2004; Fadigan & Hammrich, 2004; Gilbert & Calvert, 2003; Rennie, 2005), this study lends support for continuing to be mindful of gendered constructions of scie”
The Role of School in Adolescents’ Identity Development. A Literature Review (2018, background): “2010; Calabrese Barton, Kang, Tan, O'Neill, Bautista-Guerra, & Brecklin, 2013; Carlone, 2004; Lambert, 2015; Rubin, 2007), together with ethnographic studies that are grounded in combined perspectives on identity development (Brickhouse, Lowery, & Schultz, 2000; Cobb, Gresalfi, & Hodge, 2009; Cone,…”