Learning environments at the margin: Case studies of disenfranchised youth doing science in an aquarium and an after-school program

Abstract

In this article, we explore how two informal educational contexts-an aquarium and an after-school science program-enabled disenfranchised learners to adopt an identity as insiders to the world of science. We tell the stories of four youth, relating what doing science meant to them and how they positioned themselves in relation to science. We contribute to the extensive literature on the value of learning beyond the school walls, yet focus on ethnically and linguistically diverse youth from low-income backgrounds who have often been excluded from such settings. We suggest that such out-of-school settings are particularly important to youth who have few other opportunities to interact with and relate to science in positive ways. © 2008 Springer Science+Business Media B.V.