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A Critique of the STEM Pipeline: Young People’s Identities in Sweden and Science Education Policy
Freelance Academic.
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UMSER)
King's College London.
2017 (English)In: British Journal of Educational Studies, ISSN 0007-1005, E-ISSN 1467-8527, Vol. 65, no 4, p. 481-497Article in journal (Refereed) Published
Abstract [en]

In this article, we develop critiques of the pipeline model which dominates Western science education policy, using discourse analysis of interviews with two Swedish young women focused on ‘identity work’. We argue that it is important to unpack the ways that the pipeline model fails to engage with intersections of gender, ethnicity, social class and nationality, and their impact on science and with debates about science as elitist and implicated in neoliberalism.

Place, publisher, year, edition, pages
2017. Vol. 65, no 4, p. 481-497
Keywords [en]
ethnicity, gender, policy, science, social class, STEM pipeline
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-133862DOI: 10.1080/00071005.2017.1300232ISI: 000416785800005OAI: oai:DiVA.org:umu-133862DiVA, id: diva2:1089462
Projects
Kunskapens makt: Hur lärare möjliggör elevers deltagande och kunskapande i NO- och teknikklassrum (VR-UVK)
Funder
Swedish Research Council, 261404801Available from: 2017-04-19 Created: 2017-04-19 Last updated: 2018-06-09Bibliographically approved

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Berge, Maria

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Citation style
  • apa
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Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf