Angela Calabrese Barton

Chair, Educational Studies; Professor, School of Education

Contact

(734) 763-9497

Location

4218 SEB
610 E. University Ave.
Ann Arbor, Michigan 48109-1259

Angela Calabrese Barton is a professor in Educational Studies at the University of Michigan. She is a former chemistry teacher and informal science educator, and continues to teach afterschool STEM in community centers and makerspaces, collaboratively with youth and university students, as a part of her research and practice. Calabrese Barton’s research focuses on designing and enacting equitable and socially just teaching of science in both school and communities organizations serving youth historically minoritized by dominant society. She studies how these practices and approaches support youth in leveraging science as both a context and tool for social transformation, with a particular focus on youth agency and identities. Her research takes a critical and participatory approach, involving youth, teachers and community partners as co-researchers and co-designers across contexts and over time, as they collaboratively seek to disrupt and transform systemic oppressions in science, schooling and society.

Calabrese Barton has authored more than 120 articles and books that have been translated into several languages. She has served as a WT Grant Distinguished Fellow, and is a Fellow of the American Education Research Association. She is the former co-Editor of the Journal of Research in Science Teaching, and is currently co-Editor of the American Educational Research Journal. Her research has been recognized by the American Education Research Association with the Award for Exemplary Contributions to Practice-Engaged Research in 2018 (AERA-wide), the 2022 Award for Innovations in Research on Equity and Social Justice in Teacher Education (Division K), the 2009 Award for Research Leading to Transformations of Social Contexts (Division G), and the 2004 Exemplary Research Award in Teaching and Teacher Education (Division K).

Projects

Selected Publications

Beyond Equity as Inclusion: A Framework of ‘Rightful Presence’ for Guiding Justice-oriented Studies in Teaching and Learning

Calabrese Barton, A. & Tan, E. (2020). Beyond Equity as Inclusion: A Framework of ‘Rightful Presence’ for Guiding Justice-oriented Studies in Teaching and Learning. Educational Researcher. DOI: https://doi.org/10.3102/0013189X20927363

Rethinking High Leverage Practices in Justice-oriented Ways

Calabrese Barton, A., Tan, E. & Birmingham, D. (2020). Rethinking High Leverage Practices in Justice-oriented Ways. Journal of Teacher Education. https://doi.org/10.1177/0022487119900209 Awarded Best Paper of 2021 for JTE (January 2021).

Community Infrastructuring as Necessary Ingenuity in a Pandemic

Greenberg, D., Calabrese Barton, A., Turner, C., Hardy, K., Roper, A., Williams, C., Herrenkohl, L. & Davis, E. (2020). Community Infrastructuring as Necessary Ingenuity in a Pandemic. Educational Researcher. Birmingham, D. & Calabrese Barton, A. (2020). Science that matters: Teaching science with a commitment to community. Science Scope.

Hacking a path in and through STEM: How Youth navigate and transform the landscapes of STEM

Tan, E. & Calabrese Barton, A. (2020). Hacking a path in and through STEM: How Youth navigate and transform the landscapes of STEM. Teachers College Record.

Becoming in STEM: Developing a Culture of Criticality in the Space between Person and Institution

Calabrese Barton, A., Tan, E. & McDaniel, A. (2020). Becoming in STEM: Developing a Culture of Criticality in the Space between Person and Institution. Frontiers in Education. DOI: 10.3389/feduc.2020.00037

Youth critically redefining maker-entrepreneurialism

Greenberg, D., Calabrese Barton, A., Tan, E. & Archer, L. (2020). Youth critically redefining maker-entrepreneurialism. Journal of the Learning Sciences. DOI: https://doi.org/10.1080/10508406.2020.1749633

Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programmes

Archer, L., Godec, S., Calabrese Barton, A., Patel, U. & Mau, A. (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.

Critical Science Agency and Power Hierarchies: Restructuring Power Within Groups to Address Injustice Beyond Them

Schenkel, K. & Calabrese Barton, A. (2020). Critical Science Agency and Power Hierarchies: Restructuring Power Within Groups to Address Injustice Beyond Them. Science Education. https://doi.org/10.1002/sce.21564

Designing for rightful presence in STEM: Community ethnography as pedagogy as an equity-oriented design approach

Calabrese Barton, A. & Tan, E. (2019). Designing for rightful presence in STEM: Community ethnography as pedagogy as an equity-oriented design approach. Journal of the Learning Sciences. DOI: 10.1080/10508406.2019.1591411. Awarded Best Paper of 2019 for JLS (May 2020).

Engineering for Sustainable Communities: Epistemic Tools in Support of Equitable and Consequential Middle School Engineering

Tan, E., Calabrese Barton, A., & Benavides, A. (2019). Engineering for Sustainable Communities: Epistemic Tools in Support of Equitable and Consequential Middle School Engineering. Science Education. 10.1002/sce.21515

Critically Engaging Engineering in Place by Localizing Counternarratives when Engineering for Sustainable Communities

Restrepo Nazar, C. Calabrese Barton, A. & Tan, E., (2019). Critically Engaging Engineering in Place by Localizing Counternarratives when Engineering for Sustainable Communities. Science Education. DOI: 10.1002/sce.21500

How do middle school students become STEM-minded persons? Middle school students’ participation in science activities and identification with STEM careers

Kang, H., Calabrese-Barton, A., Tan, E., Simpkins, S., Rhee, H., & Turner, C. (2019). How do middle school students become STEM-minded persons? Middle school students’ participation in science activities and identification with STEM careers. Science Education. https://doi.org/10.1002/sce.21492

“Making Space”: How Two Beginning Teachers Create Opportunities for Equitable Sense-Making in Elementary Science

Haverly, C., Calabrese Barton, A., Schwarz, C. & Braaten, M. (2018). “Making Space”: How Two Beginning Teachers Create Opportunities for Equitable Sense-Making in Elementary Science. Journal of Teacher Education. https://doi.org/10.1177/0022487118800706.

A longitudinal study of equity-oriented STEM-rich making among youth from historically marginalized communities

Calabrese Barton, A. & Tan, E. (2018). A longitudinal study of equity-oriented STEM-rich making among youth from historically marginalized communities. American Education Research Journal. DOI: 10.3102/0002831218758668

“But the science we do here matters”: Youth-authored cases of consequential learning

Birmingham, D. & Calabrese Barton, A., Jones, J. McDaniel, A., Rogers, A., Turner, C. (2017). “But the science we do here matters”: Youth-authored cases of consequential learning. Science Education, 101(5), 818-844.