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Edna Tan

402 SOEB
e_tan@uncg.edu

  • Columbia University in the City of New York, Ph.D. in Science Education, February 2007
    • Title of dissertation: Latina girls’ identities-in-practice in 6th grade science
  • Teachers College, Columbia University, Masters in Science Education, Ed.M., May 2003,
  • Nanyang Technological University, National institute of Education, Postgraduate Diploma in Education, August 1998
  • National University of Singapore, School of Biological Sciences, Bachelor of Science Honors (second division upper) July 1997

Edna Tan is an Associate Professor of Science Education. She takes a critical, sociocultural approach in her work with minoritized youth and science teachers across in/formal settings. She focuses on how minoritized youth can be empowered in their STEM engagement and how such modes of empowerment, understood in terms of youths’ identity work in STEM and critical agency, can be mobilized across STEM-infused settings to position minoritized youth as capable and valuable members in STEM. Her current collaborative projects include working with minoritized youth in community-based makerspace settings at the Boys and Girls club and at a refugee-residential community center.

Scholarly & Professional Keywords:

Empowering science education, Critical science literacy, Critical science agency, Identity work, Equity, Critical ethnography, Design-based research, Formal-informal science connections

Selected Publications:

Link to Dr. Tan’s CV

Calabrese Barton, A., Tan, E., & O’Neill, T. (2014). Science Education in the Urban Context: New Conceptual Tools and Stories of Possibilities. In Lederman, N., &
Abell, S. (Eds.), Handbook of Research in Science Education. (pp. 246-265) Routledge: New York.

Tan, E., Calabrese Barton, A., Kang, H., & O’Neil, T. (2013). Desiring a career in STEM fields: Girls’ Narrated and Embodied Identities-in-practice. Journal of Research in Science Education, 50(10), 1143-1179.

Tan, E. (2013). Just like my nanny: Troubling teacher’s social identity in the science classroom. Cultural Studies of Science Education, 8(2), 361-365.

Calabrese Barton, A., Kang, H., Tan, E., O’Neill, T., & Brecklin, C. (2013). Urban Girls Identity Trajectories through the Participation between Figured Worlds. American Educational Research Journal, 50(1), 37-75

Tan, E., & Calabrese Barton, with Turner, E., & Gutierrez, M. (2012). Empowering science and math in urban communities: Creating hybrid spaces for meaningful learning. University of Chicago Press.

Tan, E., & Faircloth, B. (forthcoming). I come because I make toys: Examining nodes of criticality in an afterschool STEM club with refugee youth. In Marx, S. (Ed.) Qualitative Research in STEM. Routledge.