The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index.
Developing a sustained interest in science among urban minority youth
Abstract
This study draws upon qualitative case study to investigate the connections between the “funds of knowledge” that urban, high‐poverty students bring to science learning and the development of a sustained interest in science. We found that youth developed a sustained interest in science when: (1) their science experiences connected with how they envision their own futures; (2) learning environments supported the kinds of social relationships students valued; and (3) science activities supported students' sense of agency for enacting their views on the purpose of science. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 466–489, 2007
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Basics of Qualitative Research: Grounded Theory Procedures and Techniques.
Ellis, C., Strauss, A., & Corbin, J. (1992) · Contemporary Sociology · doi:10.2307/2074814 · Cited by 29,249
Basics of Qualitative Research: Grounded Theory Procedures and Techniques
Long, D. R., Strauss, A., & Corbin, J. (1993) · The Modern Language Journal · doi:10.2307/328955 · Cited by 17,576
Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992) · Theory Into Practice · doi:10.1080/00405849209543534 · Cited by 7,339
The Dreamkeepers: Successful Teachers of African American Children.
Delpit, L. D., & Ladson-Billings, G. (1996) · Contemporary Sociology · doi:10.2307/2077209 · Cited by 3,522
The dreamkeepers: successful teachers of African American children
(1995) · Choice Reviews Online · doi:10.5860/choice.32-6346 · Cited by 3,156
Science for All, including Students from Non-English-Language Backgrounds
Lee, O., & Fradd, S. H. (1998) · Educational Researcher · doi:10.2307/1176619 · Cited by 477
Cruzando El Puente: Building Bridges to Funds of Knowledge
González, N., & Moll, L. C. (2002) · Educational Policy · doi:10.1177/0895904802016004009 · Cited by 428
Bouillion, L. M., & Gomez, L. M. (2001) · Journal of Research in Science Teaching · doi:10.1002/tea.1037 · Cited by 372
Building a culture of collaboration through hybrid language practices
Gutiérrez, K. D., Baquedano‐López, P., Alvarez, H. H., & Chiu, M. M. (1999) · Theory Into Practice · doi:10.1080/00405849909543837 · Cited by 329
A Womanist Experience of Caring: Understanding the Pedagogy of Exemplary Black Women Teachers
Beauboeuf-Lafontant, T. (2002) · The Urban Review · doi:10.1023/a:1014497228517 · Cited by 323
Cited by
Potvin, P., & Hasni, A. (2014) · Studies in Science Education · doi:10.1080/03057267.2014.881626 · Cited by 745
Feinstein, N. (2011) · Science Education · doi:10.1002/sce.20414 · Cited by 459
Rios-Aguilar, C., Kiyama, J. M., Gravitt, M., & Moll, L. C. (2011) · Theory and Research in Education · doi:10.1177/1477878511409776 · Cited by 324
The roles of the formal and informal sectors in the provision of effective science education
Stocklmayer, S. M., Rennie, L. J., & Gilbert, J. K. (2010) · Studies in Science Education · doi:10.1080/03057260903562284 · Cited by 314
Funds of Knowledge: An investigation of coherence within the literature
Hogg, L. (2011) · Teaching and Teacher Education · doi:10.1016/j.tate.2010.11.005 · Cited by 306
Metadata
- Authors
- Basu, S. J., & Barton, A. C.
- Venue
- Journal of Research in Science Teaching
- Publisher
- Wiley
- Published
- 2006-11-14
- Volume
- 44
- Issue
- 3
- Pages
- 466-489
- ISSN
- 0022-4308 (ISSN-L)
- 1098-2736
- OpenAlex
- W2089012067
- Cited by
- 337
- References
- 25
- FWCI
- 29.11
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Developing a sustained interest in science among urban minority youth. https://app.cochat.ai/papers/10.1002/tea.20143
- The paper
- Basu, S. J., & Barton, A. C. (2007). Developing a sustained interest in science among urban minority youth. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.20143
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
