eprintid: 10118943
rev_number: 36
eprint_status: archive
userid: 608
dir: disk0/10/11/89/43
datestamp: 2021-01-18 09:41:01
lastmod: 2022-04-08 15:30:26
status_changed: 2022-04-08 15:30:26
type: article
metadata_visibility: show
creators_name: Archer, L
creators_name: Calabrese Barton, A
creators_name: Dawson, E
creators_name: Godec, S
creators_name: Mau, A
creators_name: Patel, U
title: Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning
ispublished: inpress
divisions: UCL
divisions: B16
divisions: B14
divisions: J80
divisions: B04
divisions: C06
divisions: F58
keywords: Equity, ISL, Youth, Outcomes
note: This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit https://creativecommons.org/licenses/by/4.0/.
abstract: While there are many different frameworks seeking to identify what benefits young people might derive from participation in informal STEM (Science, Technology, Engineering and Mathematics) learning (ISL), this paper argues that the sector would benefit from an approach that foregrounds equity and social justice outcomes. We propose a new model for reflecting on equitable youth outcomes from ISL that identifies five key areas: (1) Grounded fun; (2) STEM capital; (3) STEM trajectories; (4) STEM identity work; and (5) Agency+ . The model is applied to empirical data (interviews, observations and youth portfolios) collected over one year in four UK-based ISL settings with 33 young people (aged 11–14), largely from communities that are traditionally under-represented in STEM. Analysis considers the extent to which participating youth experienced equitable outcomes, or not, in relation to the five areas. The paper concludes with a discussion of implications for ISL and how the model might support ongoing efforts to reimagine ISL as vehicle for social justice.
date: 2022-02-25
date_type: published
official_url: https://doi.org/10.1007/s11422-021-10065-5
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1841808
doi: 10.1007/s11422-021-10065-5
lyricists_name: Archer, Louise
lyricists_name: Dawson, Emily
lyricists_name: Godec, Spela
lyricists_name: Mau, Ada
lyricists_name: Patel, Uma
lyricists_id: LARCH93
lyricists_id: EADAW98
lyricists_id: SGODE97
lyricists_id: AMAUX80
lyricists_id: UKPAT33
actors_name: Austen, Jennifer
actors_id: JAUST66
actors_role: owner
full_text_status: public
publication: Cultural Studies in Science Education
citation:        Archer, L;    Calabrese Barton, A;    Dawson, E;    Godec, S;    Mau, A;    Patel, U;      (2022)    Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning.                   Cultural Studies in Science Education        10.1007/s11422-021-10065-5 <https://doi.org/10.1007/s11422-021-10065-5>.    (In press).    Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10118943/9/Austen_Archer2022_Article_FunMomentsOrConsequentialExper.pdf