Cite
'STEM girls should be': a discourse analysis of school structures and their impact on African American, middle school girls' positioning in science.
MLA
Wade-Jaimes, Katherine. “‘STEM Girls Should Be’: A Discourse Analysis of School Structures and Their Impact on African American, Middle School Girls’ Positioning in Science.” Discourse: Studies in the Cultural Politics of Education, vol. 42, no. 6, Dec. 2021, pp. 828–39. EBSCOhost, https://doi.org/10.1080/01596306.2020.1742094.
APA
Wade-Jaimes, K. (2021). “STEM girls should be”: a discourse analysis of school structures and their impact on African American, middle school girls’ positioning in science. Discourse: Studies in the Cultural Politics of Education, 42(6), 828–839. https://doi.org/10.1080/01596306.2020.1742094
Chicago
Wade-Jaimes, Katherine. 2021. “‘STEM Girls Should Be’: A Discourse Analysis of School Structures and Their Impact on African American, Middle School Girls’ Positioning in Science.” Discourse: Studies in the Cultural Politics of Education 42 (6): 828–39. doi:10.1080/01596306.2020.1742094.