STEM-Focused Academies in Urban Schools: Tensions and Possibilities

Na’ilah Suad Nasir*, Sepehr Vakil

*Corresponding author for this work

Research output: Contribution to journalArticle

20 Citations (Scopus)

Abstract

Drawing on data from a study of learning, race, and equity in an urban high school organized around specialized learning academies, we examine the ways in which the design, framing, construction, and organization of learning spaces deeply influences the types of access to rigorous learning that students experience. We draw on the notion of racialized learning pathways to examine access to science, technology, engineering, and mathematics (STEM) learning spaces and the ways in which decisions about engaging these learning settings are bound up in notions of race, racial identity, gender, and belonging. We also take up the questions of how researchers and educators can intentionally design for positive racialization toward more inclusive school organization and classrooms. This article contributes to understanding of (a) how learning and identity development are mediated by broader processes of racialization tied to schooling organization and access structures and (b) how racial and gender inequities in STEM can be both reproduced and contested in large urban schools serving racially and socioeconomically diverse students. We contribute to the literature on equity and access in STEM by attending to the racialization processes that we argue are always at work in urban schools, particularly so in schools that are organized into pathways demarcated along racialized lines.

Original languageEnglish (US)
Pages (from-to)376-406
Number of pages31
JournalJournal of the Learning Sciences
Volume26
Issue number3
DOIs
StatePublished - Jul 3 2017

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Mathematics
academy
Learning
mathematics
engineering
Technology
science
school
learning
Organizations
equity
Students
school organization
organization
gender
student
Research Personnel
educator
classroom

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

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STEM-Focused Academies in Urban Schools : Tensions and Possibilities. / Nasir, Na’ilah Suad; Vakil, Sepehr.

In: Journal of the Learning Sciences, Vol. 26, No. 3, 03.07.2017, p. 376-406.

Research output: Contribution to journalArticle

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