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Connected Science Learning Volume 1, 2016 - Issue 2: Professional Development: Building the capacity of STEM educators to enhance collaboration between in-school and out-of-school environments
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Diversity and Equity

Promoting Equitable Access to STEM in a Summer Herpetology Fieldwork Program

Aerin BenavidesView further author information
,
Amy GermuthView further author information
,
Catherine E. MatthewsView further author information
,
Heidi B. CarloneView further author information
,
Lacey HufflingView further author information
&
Mary AshView further author information
Article: 12420457 | Published online: 17 Apr 2024

References

  • Ash, M.A., H.B. Carlone, and C.E. Matthews. 2015. “Almost a herpetologist”: The iterative influence of four Lumbee male high school students on an informal herpetological research field experience. Journal of American Indian Education 54 (3): 54–75.
  • Bell, P., B. Lewenstein, A. W. Shouse, and M.A. Feder, eds. 2009. Learning science in informal environments: People, places, and pursuits. Washington, DC: National Academies Press.
  • Carlone, H.B., A. Benavides, L. Huffling, C. Matthews, W. Journell, and T. Tomasek. 2016. Field ecology: A practical but imaginable contestation of neoliberalism. Mind, Culture, and Activity 23 (3): 199–211.
  • Carlone, H.B., L.D. Huffling, T. Tomasek, T.A. Hegedus, C.E. Matthews, M.H. Allen, and M.C. Ash. 2015. “Unthinkable” selves: Identity boundary work in a summer field ecology enrichment program for diverse youth. International Journal of Science Education 37 (10): 1524–46.
  • Evans, C., E. Abrams, R. Reitsma, K. Roux, L. Salmonsen, and P. Marra. 2005. The Neighborhood Nestwatch Program: Participant outcomes of a citizen-science ecological research project. Conservation Biology 19 (3): 589–94.
  • Hiller, S.E., and A. Kitsantas. 2014. Fostering student metacognition and motivation in STEM through citizen science programs. In Metacognition: Fundaments, Applications, and Trends, ed. A. Peña-Ayala, 193–221. Switzerland: Springer International Publishing.
  • Kelly, G.J. 2014. Analyzing classroom activities: Theoretical and methodological considerations. In Topics and trends in current science education: 9th ESERA conference selected contributions, ed. C. Bruguère, A. Tiberghien, and P. Clément, 353–68. New York: Springer Dordrecht Heidelberg.
  • Lee, O., and A. Luykx. 2010. Science education and student diversity: Race/ethnicity, language, culture, and socioeconomic status. In Handbook of research on science education, ed. S. Abell and N. Lederman, 171–98. New York: Routledge.
  • National Center for Education Statistics (NCES). 2002. Digest of education statistics. Washington, DC: U.S. Government Printing Office.
  • National Science Board (NSB). 2016. Science and engineering indicators. Arlington, VA: National Science Foundation.
  • Slavit, D., T.H. Nelson, and K. Lesseig. 2016. The teachers’ role in developing, opening, and nurturing an inclusive STEM-focused school. International Journal of STEM Education 3 (1): 1.
  • Wilson, D.S. 1998. Patterns in publishing in three North American herpetological journals: Gender biases. Herpetologica S35–S42.

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