Abstract
Karen is a White, Female, Physics major, and a product of excellent public schools. In her schooling autobiography, she writes about the opportunities she had to learn science and to excel in schools that served culturally diverse, but affluent students and, at the time, 95% of the students in her elementary, middle, and high schools achieved proficiency on the state English Language Arts and Mathematics exams. Karen enjoyed supportive teachers in school and numerous community-based activities, including Girl Scouts, soccer, swimming, dance, horseback riding, musical theatre, and diving after school.
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Maulucci, M.S.R., Fann, K.T. (2016). Teaching for Social Justice in Science Education. In: Avraamidou, L. (eds) Studying Science Teacher Identity. New Directions in Mathematics and Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-528-9_6
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DOI: https://doi.org/10.1007/978-94-6300-528-9_6
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