Equitable Engagement in STEM: Using E-textiles to Challenge the Positioning of Non-dominant Girls in School Science

Authors

  • Kristin Searle Utah State University
  • Colby Tofel-Grehl Utah State University
  • Janet Breitenstein Utah State University

DOI:

https://doi.org/10.18251/ijme.v21i1.1778

Keywords:

identity, STEM, e-textiles, science, engagement

Abstract

This paper examines how working with sewable, programmable electronics embedded in textiles (e-textiles) impacted the self-perceptions and actions of two middle school girls from non-dominant communities as they navigated their place within science class. Using analytic induction (Erickson, 1986), we explore the phenomena around their experiences and the influence of their teachers’ perceptions. Findings indicate that the personalizable nature of e-textiles created a meaningful opportunity for students to engage in science class in a new way.

Author Biographies

Kristin Searle, Utah State University

Assistant Professor of Instructional Technology & Learning Sciences

Colby Tofel-Grehl, Utah State University

Assistant Professor of Science Education

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Published

2019-03-04

How to Cite

Searle, K., Tofel-Grehl, C., & Breitenstein, J. (2019). Equitable Engagement in STEM: Using E-textiles to Challenge the Positioning of Non-dominant Girls in School Science. International Journal of Multicultural Education, 21(1), 42–61. https://doi.org/10.18251/ijme.v21i1.1778

Issue

Vol. 21 No. 1 (2019): Special Issue-Technology for Equity and Social Justice in Education

Section

2019 Special Issue Articles (Peer-reviewed)

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