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

Authors

Kristin A. Searle, Utah State UniversityFollow
Colby Tofel-Grehl, Utah State UniversityFollow
Janet Breitenstein, Utah State University

Document Type

Article

Journal/Book Title/Conference

International Journal of Multicultural Education

Volume

21

Issue

1

Publisher

Eastern College: Department of Education

Publication Date

2019

First Page

42

Last Page

61

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.

Comments

Reprinted with permission from IJME. Original publication in International Journal of Multicultural Education https://ijme-journal.org/index.php/ijme/article/view/1778

Recommended Citation

Searle, Kristin, Colby Tofel-Grehl, & Janet Breitenstein. "Equitable Engagement in STEM: Using E-textiles to Challenge the Positioning of Non-dominant Girls in School Science." International Journal of Multicultural Education [Online], 21.1 (2019): 42-61.