Dance and vlogs: creating pathways to STEM identity for marginalized girls

Date

2024-03-01

Journal Title

Journal ISSN

Volume Title

Publisher

Abstract

Girls tend to start losing interest and confidence in their STEM talents in their adolescence and start dissociating themselves away from STEM. Research shows that alternative learning practices have been useful and been able to increase STEM exploration, engagement and support STEM learning. In this paper, I explore the impact of STEM learning from two alternative practices: dance and video logging to determine if there is a connection to STEM identity development of marginalized girls.

Description

Keywords

Citation