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"In this study, Sandra Hanson explains that although many young minority girls are interested in science, the racism and sexism in the field discourage them from pursuing it after high school." Hanson examines the experiences of African American girls in science education using multiple methods of quantitative and qualitative research, including a web survey and vignette techniques. She understands the complex interaction between race and gender in the science domain and, using a multicultural and feminist framework of analysis, addresses the role of agency and resistance that encourages and sustains interest in science in African American families and communities.
Sandra L. Hanson is Professor of Sociology and Research Associate at Life Cycle Institute, Catholic University. She is the author of Lost Talent: Women in the Sciences (Temple).
1 Introduction: Understanding Young African American Women's Experiences in Science 1
2 The Conceptual Framework: A Critical-Feminist Approach 7
3 Young African American Women's Experiences in Science: "Science Is Like Opening a Present from Your Favorite Aunt. You Just Can't Wait to Open It Because You Know There Is Something Wonderful and Unique Inside." 12
4 Influences - Teachers and Schools: "They Looked at Us Like We Weren't Supposed to Be Scientists." 43
5 Influences - Family and Community: "My Mother Never Minded Me Using Her Kitchen Utensils to Dig Up Insects and Worms to Explore." 72
6 Influences - Peers: "I Know Plenty of Girls at My School [Who] Love Science." 94
7 Conclusions: "Science Is Not About Which Race Likes It Better, It Is About Doing What You Like." 121
Appendix A Tables 129
Appendix B Detail on Knowledge Networks Sampling 177
Appendix C Text for Vignettes 181
Appendix D Selected Questions from Knowledge Networks Survey 183
Appendix E Detail on NELS Sampling and Data 185
Notes 187
References 189
Index 207
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