Developing a sustained interest in science among urban minority youth

2006/11/14 by Sreyashi Jhumki Basu, Angela Calabrese Barton · 339 citations
Psychology · Social Sciences · #Agency (philosophy) #Educational Environments and Student Outcomes #Futures contract #Indigenous and Place-Based Education #Mathematics education #Pedagogy #Political science #Poverty #Psychology #Qualitative research #Science Education and Pedagogy #Science education #Science learning #Social science #Sociology

paper · doi:10.1002/tea.20143

published in Journal of Research in Science Teaching 44(3), 466-489 (Wiley)

openalex publication_date 2006/11/14 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/04

Abstract

Abstract This study draws upon qualitative case study to investigate the connections between the “funds of knowledge” that urban, high‐poverty students bring to science learning and the development of a sustained interest in science. We found that youth developed a sustained interest in science when: (1) their science experiences connected with how they envision their own futures; (2) learning environments supported the kinds of social relationships students valued; and (3) science activities supported students' sense of agency for enacting their views on the purpose of science. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 466–489, 2007

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