Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 

Diversifying STEM: Multidisciplinary Perspectives on Race and Gender


reviewed by Carrie D. Allen - May 12, 2021

coverTitle: Diversifying STEM: Multidisciplinary Perspectives on Race and Gender
Author(s): Ebony O. McGee
Publisher: Rutgers University Press, Piscataway
ISBN: 1978805683, Pages: 280, Year: 2019
Search for book at Amazon.com


To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Diversifying STEM: Multidisciplinary Perspectives on Race and Gender
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Visitor
Choose this to join the mailing list or add an announcement.
$0
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record, Date Published: May 12, 2021
https://www.tcrecord.org ID Number: 23694, Date Accessed: 6/21/2021 5:44:55 PM

Purchase Reprint Rights for this article or review
 
Article Tools
Related Articles
There are no related articles to display

Related Discussion
 
Post a Comment | Read All

About the Author
  • Carrie D. Allen
    University of North Texas
    E-mail Author
    CARRIE D. ALLEN, Ph.D., is an assistant professor of learning sciences at the University of North Texas. Her scholarship aims to address institutional and systemic inequalities within STEM education by supporting the design and implementation of STEM learning reforms. She examines the ways that equity and instructional improvement efforts take on meaning and become consequential for youth and teachers in local practice. Some of her current work examines how efforts to improve STEM education intersect with studentsí learning and identity work within and out of school. Her work also explores the relationships among local policy, educatorsí organizational contexts, and their efforts to implement reform-based and equity-oriented pedagogies. Within her current project supported by the NSF-funded AISL (Advancing Informal STEM Learning) grant (DRL# 1906490), she is exploring the intersections of informal STEM learning and identity, policy, and educatorsí sensemaking. Most recently, Allen's research has been published in Journal of Learning Sciences, Journal of Teacher Education, Journal of Science Teacher Education, Cultural Studies of Science Education, and Journal of Research in Science Teaching.
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS