Only STEM Can Save Us? Examining Race, Place, and STEM Education as Property. Bullock, E. C. Educational Studies, 53(6):628–641, November, 2017. Publisher: Routledge _eprint: https://doi.org/10.1080/00131946.2017.1369082![Only STEM Can Save Us? Examining Race, Place, and STEM Education as Property [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex The rhetoric about science, technology, engineering, and mathematics (STEM) education in urban schools reflects a desire to imagine a new city that is poised to compete in a STEM-centered future. Therefore, STEM has been positioned as a critical part of urban education reform efforts. In various US cities, schools labeled as failing are being repurposed as selective STEM-intensive academies to build a STEM education infrastructure. In Memphis, Tennessee, this process makes visible issues with educational inequity, exacerbated by school choice and gentrification processes. In this article, I use whiteness as property, a tenet of critical race theory, to examine STEM education in Memphis as a case of urban STEM-based education reform in the United States. I describe claiming STEM education as property as a 2-phase process in which middle-class Whites in urban areas participate to secure STEM education by repurposing failed Black schools and to maintain it by institutionalizing selective admissions strategies.
@article{bullock_only_2017,
title = {Only {STEM} {Can} {Save} {Us}? {Examining} {Race}, {Place}, and {STEM} {Education} as {Property}},
volume = {53},
issn = {0013-1946},
shorttitle = {Only {STEM} {Can} {Save} {Us}?},
url = {https://doi.org/10.1080/00131946.2017.1369082},
doi = {10.1080/00131946.2017.1369082},
abstract = {The rhetoric about science, technology, engineering, and mathematics (STEM) education in urban schools reflects a desire to imagine a new city that is poised to compete in a STEM-centered future. Therefore, STEM has been positioned as a critical part of urban education reform efforts. In various US cities, schools labeled as failing are being repurposed as selective STEM-intensive academies to build a STEM education infrastructure. In Memphis, Tennessee, this process makes visible issues with educational inequity, exacerbated by school choice and gentrification processes. In this article, I use whiteness as property, a tenet of critical race theory, to examine STEM education in Memphis as a case of urban STEM-based education reform in the United States. I describe claiming STEM education as property as a 2-phase process in which middle-class Whites in urban areas participate to secure STEM education by repurposing failed Black schools and to maintain it by institutionalizing selective admissions strategies.},
number = {6},
urldate = {2021-03-27},
journal = {Educational Studies},
author = {Bullock, Erika C.},
month = nov,
year = {2017},
note = {Publisher: Routledge
\_eprint: https://doi.org/10.1080/00131946.2017.1369082},
pages = {628--641},
}
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