In the Guise of STEM Education Reform: Opportunity Structures and Outcomes in Inclusive STEM-Focused High Schools

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...

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Bibliographic Details
Published in:American educational research journal 2015-12, Vol.52 (6), p.1024-1059
Main Authors: Weis, Lois, Eisenhart, Margaret, Cipollone, Kristin, Stich, Amy E., Nikischer, Andrea B., Hanson, Jarrod, Leibrandt, Sarah Ohle, Allen, Carrie D., Dominguez, Rachel
Format: Article
Language:English
Subjects:
Colorado
Comparative Analysis
Disproportionate Representation
Education reform
Educational Change
Educational Opportunities
Equal Education
Ethnography
High School Students
Inclusion
Interviews
Longitudinal Studies
Low income groups
Low Income Students
Mathematics education
Minority Group Students
Minority students
New York
Outcomes of Education
Participant Observation
Science education
Secondary schools
Social and Institutional Analysis
STEM Education
Technology education
Urban Schools
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Summary: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.
ISSN:0002-8312
1935-1011
DOI:10.3102/0002831215604045