Who Gets to Belong in Chemistry? A Decolonization Perspective Informed by Dominant Group Theory
A sense of belonging in science, technology, engineering, and mathematics (STEM) education is often conceptualized primarily through social dimensions, overlooking its disciplinary and epistemological contexts. In chemistry, understanding belonging requires examining how disciplinary culture, values...
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| Główni autorzy: | , , |
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| Format: | Artigo |
| Język: | Inglês |
| Wydane: |
MDPI AG
2026-02-01
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| Seria: | Education Sciences |
| Hasła przedmiotowe: | |
| Dostęp online: | https://www.mdpi.com/2227-7102/16/2/238 |
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