Document Type

Article

Journal/Book Title/Conference

International Journal of Multicultural Education

Volume

22

Issue

2

Publisher

Eastern College * Department of Education

Publication Date

8-31-2020

First Page

87

Last Page

108.00

Abstract

Mass-media representations of the stereotypical science nerd position scientists as white, male, and largely English-speaking. Teachers and students who state a desire to work in equitable science learning communities may nonetheless reproduce inequities through their classroom practices which either embody or validate the science nerd stereotype. This study compares secondary students’ metacommentary on the science nerd trope in a mass-media representation to their metacommentary on their own and their peers’ classroom practices and sheds light on design elements for Critical Race Media Literacy (Yosso, 2002) tasks that may promote equity in science education spaces.

Comments

Reprinted with permission from IJME. Original publication in International Journal of Multicultural Education https://ijme-journal.org/index.php/ijme/article/view/2439

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