coe-staff: EDST Presents: “What Is and Who Can Do Science? Supporting Underrepresented Youths’ Identities as Learners and Doers of Science”:, A colloquium presentation, Tuesday, January 28, 11-12:15 pm HED 230T

[Jesse Papineau]

Greetings,

The Department of Education Studies is excited to announce a colloquium presentation by our second candidate for the open rank, tenure related Science Education position in the Department of Education Studies.

“What Is and Who Can Do Science?:
Supporting Underrepresented Youths’ Identities as Learners and Doers of Science”
Tammie Visintainer, ABD
Tuesday, January 28, 11:00am-12:15pm
HEDCO 230T



Please view the candidate’s dissertation/research abstract below.

Refreshments will be provided

A CV for the candidate is attached and video of her presentation will be made available online following the event.  A paper evaluation form will be available at the event and a Qualtrics survey will also be distributed electronically. For questions about this event please feel free to contact me.

Peace,

Jesse Papineau

Admin Program Assistant

Department of Education Studies




This talk explores how dominant representation of what science is and who can do science inform trajectories of developing interest in, and identification with science for African America, Latino/a, and other high school students of color. This work builds on and extends the argument that in order to increase diversity and broaden learning opportunities in science for youth of color, we must understand how the resources made available in science learning environments mediate relationships between learning and identification process in science.  The focal study examines how identities are constructed as high school students conduct scientific investigations during summer science programs designed for racially/ethnically underrepresented youth. This research utilizes qualitative (e.g. interviews) and quantitative (e.g. surveys) data sources.  A main finding from this study shows that students’ ideas of what science is and who can do science shift together while participating in the practices of science to support holistic identities as science learners. Findings from this research challenge and extend our understanding of scientific practices that can be leveraged in science programs/classrooms to broaden opportunities for participation in science and allow students to negotiate their racial/ethnic identities in relation to science.


Jesse Papineau
Administrative Program Assistant
Education Studies Department
University of Oregon
5277 University of Oregon
Eugene, OR 97403
Phone (541)346.5968, Fax (541)346.3556

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