Where am I in STEM?
Critiquing STEM Through Lived Experience as a Science Education Researcher
DOI:
https://doi.org/10.14288/ce.v13i1.186466Keywords:
science education, gender, social justice, feminist, powerAbstract
This critique of STEM comes from a feminist, embodied approach, which takes into account how my positionality in relation to the acronym intersects with my lived experience and perspective. My hope is that speaking from personal experience will help initiate fissures and dissonance about STEM discourse, in chorus with other positions and arguments, to critically question and hopefully dislodge the STEM acronym as a hegemonic, pervasive, and unexamined construct. I offer my experiences as a way of joining others in open critique of an often unquestioned yet neoliberal dominating force in science education. My lived experiences (and frustrations) with STEM are numerous. I condense these experiences into four episodes: the STEM academic job interview, the STEM education meeting, dissonance between STEM and my gendered identity, and exclusion of my humanist science research interests by the STEM acronym.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Sarah Riggs Stapleton
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Critical Education agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).