LEADER 03784nam 2200709Ia 450 001 9910453982203321 005 20200520144314.0 010 $a9786611973193 010 $a1-281-97319-X 010 $a1-59213-623-0 035 $a(CKB)1000000000693217 035 $a(EBL)410848 035 $a(OCoLC)476233531 035 $a(SSID)ssj0000310878 035 $a(PQKBManifestationID)12096857 035 $a(PQKBTitleCode)TC0000310878 035 $a(PQKBWorkID)10308851 035 $a(PQKB)10681131 035 $a(SSID)ssj0000254543 035 $a(PQKBManifestationID)11229323 035 $a(PQKBTitleCode)TC0000254543 035 $a(PQKBWorkID)10208540 035 $a(PQKB)10717498 035 $a(MiAaPQ)EBC410848 035 $a(Au-PeEL)EBL410848 035 $a(CaPaEBR)ebr10275526 035 $a(CaONFJC)MIL197319 035 $a(EXLCZ)991000000000693217 100 $a20080331d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aSwimming against the tide$b[electronic resource] $eAfrican American girls and science education /$fSandra L. Hanson 210 $aPhiladelphia $cTemple University Press$dc2009 215 $a1 online resource (225 p.) 300 $aDescription based upon print version of record. 311 $a1-59213-621-4 311 $a1-59213-622-2 320 $aIncludes bibliographical references (p. [189]-205) and index. 327 $aContents; Preface and Acknowledgments; 1 Introduction: Understanding Young African American Women's Experiences in Science; 2 The Conceptual Framework: A Critical-Feminist Approach; 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."; 4 Influences-Teachers and Schools: "They Looked at Us Like We Weren't Supposed to Be Scientists." 327 $a5 Influences-Family and Community: "My Mother Never Minded Me Using Her Kitchen Utensils to Dig Up Insects and Worms to Explore."6 Influences-Peers: "I Know Plenty of Girls at My School [Who] Love Science."; 7 Conclusions: "Science Is Not About Which Race Likes It Better, It Is About Doing What You Like."; Appendix A: Tables; Appendix B: Detail on Knowledge Networks Sampling; Appendix C: Text for Vignettes; Appendix D: Selected Questions from Knowledge Networks Survey; Appendix E: Detail on NELS Sampling and Data; Notes; References; Index 330 $a"They looked at us like we were not supposed to be scientists," says one young African American girl, describing one openly hostile reaction she encountered in the classroom. In this significant 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. Those girls that remain highly motivated to continue studying science must "swim against the tide."Hanson examines the experiences of African American girls in science education using multiple methods of 606 $aAfrican American girls$xEducation 606 $aRacism in education$zUnited States 606 $aScience$xStudy and teaching$zUnited States 606 $aSexism in science$zUnited States 608 $aElectronic books. 615 0$aAfrican American girls$xEducation. 615 0$aRacism in education 615 0$aScience$xStudy and teaching 615 0$aSexism in science 676 $a500.82 700 $aHanson$b Sandra L$0882931 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453982203321 996 $aSwimming against the tide$92294925 997 $aUNINA