“I don't think it's science:” African American girls and the figured world of school science

This study explores how the figured world of school science is influenced by macro level discourses of science, education, race, and gender that are circulated in society and perpetuated through schooling. It also examines how the figured world of school science defines limited means of recognition, both positive and negative, for African American girls. As part of a larger critical ethnography, data was collected over 2 years in one middle...