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In the Guise of STEM Education Reform

2015; SAGE Publishing; Volume: 52; Issue: 6 Linguagem: Inglês

10.3102/0002831215604045

1935-1011

Lois Weis, Margaret Eisenhart, Kristin Cipollone, Amy E. Stich, Andrea Nikischer, Jarrod Hanson, Sarah Leibrandt, Carrie D. Allen, Rachel Dominguez,

Parental Involvement in Education

In this article, we present findings from a three-year comparative longitudinal and ethnographic study of how schools in two cities, Buffalo and Denver, have taken up STEM education reform, including the idea of “inclusive STEM-focused schools,” to address weaknesses in urban high schools with majority low-income and minority students. Although introduced with great fanfare, the data indicate that well-meaning efforts toward expanding opportunities in STEM-focused schools for low-income underrepresented minorities quickly dissolved. We focus on mechanisms that seem to underlie this dissolution and consider its contributions to short- and long-term inequalities.