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Race Ethnicity and Education Volume 22, 2019 - Issue 4: The Racial Politics of STEM Education in the USA: Interrogations and Explorations
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Articles

Not in their name: re-interpreting discourses of STEM learning through the subjective experiences of minoritized girls

Tesha Sengupta-IrvingPeabody College of Education, Vanderbilt University, Nashville, USACorrespondence[email protected]
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Shirin VossoughiSchool of Education and Social Policy, Northwestern University, Evanston, USAView further author information
Pages 479-501 | Received 08 Nov 2017, Accepted 18 Feb 2019, Published online: 29 Apr 2019

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Edward G. Lyon, R. Kochevar & J. Gould. (2023) Making it in undergraduate STEM education: the role of a maker course in fostering STEM identities. International Journal of Science Education 45:11, pages 946-967.
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Sagit Betser, Rebecca Ambrose & Lee Martin. (2023) “Excited to crash the party”: Girls self-author their identities as makers in a girls-only design/build space. Equity & Excellence in Education 56:1-2, pages 159-171.
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Tesha Sengupta-Irving, Lauren Vogelstein, Corey Brady & Emily Phillips Galloway. (2023) Prolepsis & telos: Interpreting pedagogy and recovering imagination in the mediation of youth learning. Journal of the Learning Sciences 32:2, pages 211-249.
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Omar Davila & Victor M. Rios. (2022) Between market logics and resistance logics: the tech boom and high-performing Latino boys in the Bay Area. Race Ethnicity and Education 25:5, pages 629-646.
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Colin Hennessy Elliott. (2020) “Run it through me:” Positioning, power, and learning on a high school robotics team. Journal of the Learning Sciences 29:4-5, pages 598-641.
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Sepehr Vakil. (2020) “I’ve Always Been Scared That Someday I’m Going to Sell Out”: Exploring the relationship between Political Identity and Learning in Computer Science Education. Cognition and Instruction 38:2, pages 87-115.
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Maxine McKinney de Royston & Tesha Sengupta-Irving. (2019) Another Step Forward: Engaging the Political in Learning. Cognition and Instruction 37:3, pages 277-284.
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