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 the Educational Studies Department at the University of Michigan. Her research is grounded in the intersections of teaching and learning science with an emphasis on equity and social justice.

Her recent work takes place within three interrelated strands: 1) Working within the intersection of formal/informal education in support of understanding and designing new possibilities for equitably consequential teaching and learning; 2) designing teaching learning tools and experiences that promote more expansive learning outcomes, such as critical agency, identity work, and social transformation (as grounded within expanding disciplinary expertise); and 3) methodologies for embracing authentic “research + practice” work that attends to practitioner and youth voice, and critically engages the goals of equity and justice. Her work takes place in classrooms, makerspaces and community organizations. She has also designed and taught after school and community-based STEM focused on sustainable communities for over two decades in homeless shelters and community organizations in different cities in the US. She takes a participatory design approach to all of her work, bringing in youth participants, parents, teachers and community staff in collaborating on program design.

Calabrese Barton 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. Some of her publications appear in Educational Researcher, the American Educational Research Journal, Journal of Teacher Education, Teachers College Record, the Journal of Research in Science Teaching, Science Education, and the Journal of the Learning Sciences among other outlets. Her research has been recognized by the American Education Research Association with the American Education Research Association Award for Exemplary Contributions to Practice-Engaged Research in 2018 (AERA-wide), the 2009 Award for Research Leading to Transformations of Social Contexts (Division G Social Contexts of Education), and with 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.