Affected by STEM? Young girls negotiating STEM presents and futures in a Danish school

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Gender and Education Pub Date : 2023-04-27 DOI:10.1080/09540253.2023.2206841

Jette Sandager, Signe Ravn

引用次数: 0

Abstract

ABSTRACT This article explores how Danish school girls affectively engage with and relate to STEM subjects, and what draws the girls to STEM subjects and pushes them away, respectively. We draw on Ahmed’s work to shed light on the ‘sticky’ affects that become attached to STEM subjects as well as student subjects in constituting these as affectively (un)attractive for girls. We explore the discourses on STEM subjects that circulate amongst the students before considering the affects that these discourses generate in and amongst the students, and which roles these affective reactions play in how the girls engage with and relate to STEM. Our analysis evolves around three affective tensions in the data and shows that positive affects are felt by and attached to students with STEM interests and skills, and that students negotiate different kinds of (dis-)comfort when relating to their engagement with STEM in the present and in the future.

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受STEM影响?在丹麦的一所学校里，年轻女孩们正在讨论STEM的礼物和未来

摘要本文探讨了丹麦女学生如何与STEM科目产生情感联系，以及是什么吸引了女孩学习STEM科目，又是什么驱使她们离开。我们借鉴Ahmed的工作，揭示了STEM科目和学生科目在构成这些科目对女孩的情感（不）吸引力时所产生的“粘性”影响。我们探索了学生中流传的关于STEM主题的话语，然后考虑这些话语在学生中产生的影响，以及这些情感反应在女孩如何参与STEM和与STEM建立联系中发挥的作用。我们的分析围绕数据中的三种情感紧张关系展开，并表明具有STEM兴趣和技能的学生会感受到积极的影响，并对其产生依恋，学生在当前和未来参与STEM时会协商不同类型的（不）舒适感。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Gender and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

9.10%

发文量

期刊介绍： Gender and Education grew out of feminist politics and a social justice agenda and is committed to developing multi-disciplinary and critical discussions of gender and education. The journal is particularly interested in the place of gender in relation to other key differences and seeks to further feminist knowledge, philosophies, theory, action and debate. The Editors are actively committed to making the journal an interactive platform that includes global perspectives on education, gender and culture. Submissions to the journal should examine and theorize the interrelated experiences of gendered subjects including women, girls, men, boys, and gender-diverse individuals. Papers should consider how gender shapes and is shaped by other social, cultural, discursive, affective and material dimensions of difference. Gender and Education expects articles to engage in feminist debate, to draw upon a range of theoretical frameworks and to go beyond simple descriptions. Education is interpreted in a broad sense to cover both formal and informal aspects, including pre-school, primary, and secondary education; families and youth cultures inside and outside schools; adult, community, further and higher education; vocational education and training; media education; and parental education.