"Pity Y'all Don't See Me": Differential Racialization, Resistance, and the Persistent Erasure of Invisible Boys of Color in Science Classrooms

Autor/inn/en	Basile, Vincent; Thomas, Bryan
Titel	"Pity Y'all Don't See Me": Differential Racialization, Resistance, and the Persistent Erasure of Invisible Boys of Color in Science Classrooms
Quelle	In: Journal of Science Teacher Education, 33 (2022) 2, S.154-169 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Basile, Vincent)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2021.2008097
Schlagwörter	Males; Minority Group Students; Elementary School Students; Elementary School Science; Science Instruction; Racial Bias; Teacher Education; Student Needs; Ethnicity; Attendance; At Risk Students; Resistance (Psychology); Urban Schools; Teacher Competencies; Student Behavior; Immigrants; Cultural Differences; English Language Learners + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Racial discrimination; Rassismus; Lehrerausbildung; Lehrerbildung; Ethnizität; Anwesenheit; Resistenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrkunst; Student behaviour; Schülerverhalten; Immigrant; Immigrantin; Immigranten; Kultureller Unterschied
Abstract	Using previously collected data from a multi-site, mixed methods longitudinal study, we operationalize a conceptual frame of invisibility to describe and understand the phenomenon of erasure that some Boys of Color experienced by teachers in science learning environments where most others were hyper-visible (and subsequently hyper-criminalized). Recentering these "invisible Boys of Color" revealed three descriptive categories: (a) introversion, (b) newcomers, and (c) frequently absent. In detailing these categories and their associated narratives and labels, we complexify our understandings of the lived experiences of Boys of Color in science education and offer frameworks for ways in which teacher education can equip pre-service and in-service science teachers to disrupt these insidious and sophisticated forms of systemic racism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01