Abstract
In this chapter, I explore the role of university outreach and community science programs in the lives of diverse urban youth. Grounded in sociocultural theory, I take for granted that scientific literacy development entails an understanding of the range, or repertoires, of cultural practices the youth engage in, including such settings besides family and school. While most studies report on the product of participation in such practices, I focus on the process of learning and articulate the relationship among forms of participation and identities in science in such practices that are part of youth’s scientific literacy development.
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