Counterspaces for women of color in STEM higher education: Marginal and central spaces for persistence and success

Counterspaces in science, technology, engineering, and mathematics (STEM) are often considered “safe spaces” at the margins for groups outside the mainstream of STEM education. The prevailing culture and structural manifestations in STEM have traditionally privileged norms of success that favor competitive, individualistic, and solitary practices—norms associated with White male scientists. This privilege extends to structures that govern learning and mark progress in STEM education that have marginalized groups that do not reflect the gender, race, or ethnicity conventionally associated with STEM mainstream success, thus necessitating spaces in which the effects of marginalization may be countered. Women of color is one such marginalized group. This article explores the struggles of women of color that threaten their persistence in STEM education and how those struggles lead them to search out or create counterspaces. It also examines the ways that counterspaces operate for women of color in STEM higher education, particularly how they function as havens from isolation and microaggressions. Using a framework of Critical Race Theory (CRT) and intersectionality theory and drawing on interview data from 39 women of color about their STEM higher education experiences, we describe five ways in which counterspaces operate: in peer‐to‐peer relationships; mentoring relationships; national STEM diversity conferences; STEM and non‐STEM campus student groups; and STEM departments. Whereas most research has discussed counterspaces as racially or ethnically homogeneous social groups of peers at the margins, our research found that counterspaces vary in terms of the race/ethnicity, gender, and power levels of participants. We found that counterspaces can be physical settings, as well as conceptual and ideological. Additionally, we identified counterspaces both at the margins and at the center of STEM departments. Thus, our research expands the existing understanding of the types and functions of counterspaces and broadens the definition of what locations can be and should be considered counterspaces. © 2017 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. on behalf of National Association for Research in Science Teaching. J Res Sci Teach 55: 206–245, 2018     

马克思列宁主义过渡时期理论在中国的变异

本文在简述马列主义过渡时期理论基本涵义的基础上，考察了这一理论在中国的历史命运。指出这一理论指导中国走上了社会主义道路，但后来由于中共对其认识上的偏误，使得这一理论发生变异，从而对中国社会主义事业产生了严重的影响。     

Beyond ``lesson study': Comparing two ways of facilitating the grasp of some economic concepts

During three discussion sessions, two groups offive teachers each developed a shared lessonplan, one for each group, for the teaching of adifficult economic concept, the incidence of asales tax. In one of the groups (the lessonstudy group), the lesson plan was based on thepool of the participants' experience andintuition in accordance with the Japanese``lesson study'. In the other group (thelearning study group), the lesson plan wasbased on the participants' experience andintuition as made sense of in terms of alearning theory introduced by a researcher inaccordance with the idea of ``the learningstudy', in which the Japanese lesson study iscombined with a ``design experiment'. Thestudents' understanding was probed after theseries of lessons. In the classes of the lessonstudy group, fewer than 30% of the studentsdeveloped a good grasp of the concept, comparedto over 70% of the students in the learningstudy group. The differences in learningoutcomes are interpreted in the light ofobserved differences in how the concept wasdealt with in the different classrooms.     

Navigating the academic borderlands as multiracial and trans* faculty members

ABSTRACT

Postsecondary institutions remain bastions of oppression, threat and harm for faculty who hold minoritized identities. While some scholars have explored the ways in which monoracial faculty of color and LGBT faculty members navigate an academy that is steeped in racism, genderism, sexism and other systems of oppression, there remains a paucity of scholarship focused on the experiences of multiracial faculty and nonbinary trans* faculty. Given the need to focus on faculty who hold liminal identities in relation to hegemonic identitarian illogic, we used Gloria Anzaldúa’s borderlands theory and an auto-ethnographic analysis to explore our academic experiences as faculty members whose identities place us betwixt-and-between socially constructed monolithic identity categories.     

历史研究的性别维度与视角--兼谈妇女史、社会性别史与经济-社会史的关系

妇女史、社会性别史与经济一社会史既相互联系，又相互区别。从国内外近一个世纪学术与社会发展的历史看，社会史、经济史虽然都十分关注与妇女相关的各种社会问题，但它们并不能代誉妇女一社会性别史。三者之间是一种交叉、互补的关系，而不是包容的关系。妇女一社会性别史作为历史学的一个新的生长点，它不只关注妇女的生活与命运，以及历史上两性之间的关系，同时还担负着对以往历史知识建构的全面审视和包括两性经验在内的新的历史知识建构的任务。因此，它应该成为整个历史研究中观察、分析、阐释的一个新视角和新方法，进一步拓展延伸历史研究的视野与空间，为历史研究注入新的活力。     

几种有界变差函数等价性与级数收敛的关系

研究了取值于局部凸空间矢值测度的几种抽象有界变差函数的等价性与相应级数收敛等价性的关系,用级数收敛的等价性刻划了几种有界变差函数的等价性,拓展了相关的一些研究成果。     

弹性承台下沉降控制复合桩基的变分法研究

在刚性承台下桩筏基础变分计算方法的基础上，采用弹性薄板单元，引进弹性承台，给出了计算方法并考虑了承台刚度变化对复合桩基工作性状的影响。应用本方法对一工程算例进行计算分析，结果表明承台刚度的变化对桩土分担比有显著影响。     

马登理论及其对数学教学的启示

马登理论的主要观点是：学习就是鉴别,鉴别依赖于差异的认识,教师应当通过变异维数的扩展引导学生更好地去认识对象的各个方面。马登理论对数学教学的启示为：要重视变式及策略性知识的教学等。     

瓣结鱼的外部形态特征及性状变动

利用320尾标本进行了可量性状、可数性状的研究，发现各龄组雌鱼的可量性状及头长／眼径的平均值比雄鱼大．且头长／眼径随龄组值增大而增大．弥补了前人对外部形态特征描述的不足．扩大了前人研究的性状范围．     

英语语音语调的性别差异及其形成原因

英语中存在着比较明显的性别差异,诸如女性发音比男性更接近标准语体和高雅口音、更喜欢使用升调等等。形成英语语音语调性别差异的原因是多方面的,如神经生理原因、文化心理原因,而最根本的原因则是男女社会地位不平等。英语性别差异不仅是一种语言现象,而且是一种社会现象。只有实现男女地位平等后,才能达到英语性别平等。