Creating hybrid spaces for engaging school science among urban middle school girls

The middle grades are a crucial time for girls in making decisions about bow or if they want to follow science trajectories. In this article, the authors report on bow urban middle schoolgirls enact meaningful strategies of engagement in science class in their efforts to merge their social worlds with the worlds of school science and on the unsanctioned resources and identities they take up to do so. The authors argue that such merging science practices are generative both in terms of bow they develop over time and in bow they impact the science learning community of practice. They discuss the implications these findings have for current policy and practice surrounding gender equity in science education.