Publications

Academic papers, dissertations and other publications from the YESTEM project.

• Greenberg, D., Kim, W. J., Brien, S., Barton, A. C., Balzer, M., & Archer, L. (2025). Designing and leading justice-centered informal STEM education: A framework for core equitable practices. Science Education, 109(1), 27–58. https://doi.org/10.1002/sce.21903
• Archer, L., Godec, S., Patel, U., Dawson, E., & Calabrese Barton, A. (2023). ‘It really has made me think’: Exploring how informal STEM learning practitioners developed critical reflective practice for social justice using the Equity Compass tool. Pedagogy, Culture & Society.
• Archer, L., Calabrese Barton, A., Dawson, E., Godec, S., Mau, A., & Patel, U. (2022). Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning. Cultural Studies in Science Education. 
• Balzer, M., McPherson, N., Mappilaparampil, B., Youth Action Council Members, Calabrese Barton, A., Greenberg, D., Kim, W. J., & Brien, S. (2021). Reclaiming our science center: Youth co-design of the Dr. Katherine Johnson Room. ASTC Dimensions.
• Calabrese Barton, A., Greenberg, D., Kim, W. J., Brien, S., Roby, R., Balzer, M., Turner, C., & Archer, L. (2021). Disruptive moments as opportunities towards justice‐oriented pedagogical practice in informal science learning. Science Education
• Calabrese Barton, A., Balzer, M., Kim, W. J.,  McPherson, N., Brien, S., Greenberg, D., Archer, L., & Members of the Youth Action Council (2021). Working towards justice: reclaiming our science center. In B. Bevan & B. Ramos (Eds.) Making museums more equitable: structural constraints and enduring challenges surfaced through research and practice perspectives.
• Godec, S., & Watson, E. (2021). Science Capital & Equity Compass: supporting inclusive, equitable engagement. Roots.
• Godec, S., Archer, L., & Dawson, E. (2021). Interested but not being served: mapping young people’s participation in informal STEM education. Research Papers in Education.
• Godec, S., & Nag Chowdhuri, M. (2021). Tackling inequality: why you need this teaching tool. Tes magazine.
• Kim, W. J. (2021). Making visible and amplifying youth-initiated moments for rightful presence in informal STEM learning spaces. PhD dissertation, Michigan State University.
• Archer, L., Godec, S., Calabrese Barton, A., Dawson, E., Mau, A., & Patel, U. (2020). Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programmes. Science Education.
• Calabrese Barton, A., Kim, W. J., & Tan, E. (2020). Co-designing for rightful presence in informal science learning environments. Asia-Pacific Science Education.
• Godec, S., Patel, U., Archer, L., & Dawson, E. (2020). Young people’s tech identity performances: why materiality matters. International Journal of STEM Education.
• Greenberg, D. (2019). Critical participatory explorations of youth STEM pathways. PhD dissertation, Michigan State University.