The organization of informal pathways into STEM: designing towards equity

The goal of inclusive design to promote participation of marginalised groups in science is ubiquitous across informal science education, and in the growing field of citizen science. Yet the aspiration of equality in the sciences continues to be met with challenges. Despite decades of educational research studying the barriers of participation in science, progress has not yet reached expectation. In this paper we apply an ethnographic approach to examine outcomes of a diversification effort of a citizen science programme in a museum-based genetics lab. We analyse data from interviews, artifacts and observations with participants from the programme inside the lab. We share findings about how being intentional while designing towards equity resulted in a more diverse and accessible programme while giving the participants the opportunity to build knowledge of, and skills in, genetics in an inclusive space. This paper concludes with findings on barriers to participation among individuals from underrepresented communities, and how relationships with diverse leaders can facilitate boundary crossings, foster positive identities in sciences and beget a new generation of diverse scientists.旨在推动边缘化群体参与科学活动的包容性设计理念，在非正式科学教育以及蓬勃发展的公民科学（citizen science）领域中已广为普及。然而，科学界追求平等的愿景仍面临诸多挑战。尽管数十年来已有诸多教育研究探讨了科学参与的阻碍因素，但相关进展仍未达预期。本文中，我们采用民族志研究方法，对某博物馆附属遗传学实验室开展的公民科学项目多元化建设成效进行考察。我们通过访谈、实物资料分析与实验室项目参与者的现场观察获取数据并展开分析。研究发现，在项目设计中秉持公平导向的刻意规划，不仅能让项目更具多样性与可及性，还可为参与者提供在包容空间中学习遗传学知识与技能的机会。本文最后还呈现了针对代表性不足群体参与阻碍的相关研究结果，以及与多元背景的领导者建立联结如何能够促进边界跨越、塑造积极的科学身份认同，并孕育出新一代多元背景的科研工作者。