Being “chill” with teachers and “frozen” by peers in science: overcoming social and educational barriers in a learning community

摘要

This forum discusses the issue of ‘othering’ and how intersectionality is a useful analytical framework for understanding the students’ immigrant experiences in, and out of, the science classroom. We use a feminist perspective to discuss Minjung’s study because gender is a key aspect of one’s identity other aspects such as race, religion, socio-economic status, and age have assumed a significant status in gender studies. Lastly we examine the supports and barriers that cliques can produce and propose the importance of building a learning community in the science classroom to engage all students.