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作者

Edmund Adjapong

来源

URBAN EDUCATION,Vol.56,Issue6,P.843–871

语言

英文

关键字

作者单位

1Seton Hall University, South Orange, NJ, USA

摘要

Female and male students perform equally well on science standardized tests, yet there are disparities in gender in most science-related fields. There are far fewer women from underrepresented backgrounds represented in science-related fields, as they are less likely to enroll in advanced science courses because of a perceived lack of positive science identity. Using a framework of cultural community capital, this study suggests that girls of color are able to develop a science identity and a deeper understanding of science content as a result of the implementation of a hip-hop pedagogy in an urban science classroom.