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1. Books
 Schooling the Symbolic Animal: Social and Cultural Dimensions of Education.
Levinson, B., with Borman, K., Eisenhart, M., Foster, M., Fox, A., and Sutton, M. (Eds.) (2000)
This book brings together classic works in anthropology and education with the ideas of younger scholars in the field.
Published by Rowman and Littlefield. For ordering information, contact
Amazon.Com .
Women's Science: Learning and Succeeding From the Margins
Eisenhart, M., & Finkel, E. (1998)
Are there any places where women succeed in science?
Numerous studies have documented and lamented a gender gap in science and engineering. From elementary through
college, women's interest in science steadily declines, and as adults they are less likely to pursue careers in science-related
fields.
Women's Science offers a dramatic counterpoint not only to
these findings but also to the related, narrow assumption that "real science" only occurs in research and laboratory investigation.
This book offers engaging narrative accounts of women involved in science or engineering at the margins: an innovative high school
genetics class; a school-to-work internship for prospective engineers, an environmental action group, and a nonprofit
conservation agency.
Published by the University of Chicago Press. For ordering information, contact
University of Chicago Press or Amazon.Com
Copyright Information
Educated in Romance: Women, Achievement, and College Culture
Holland, D., & Eisenhart, M. (1990)
Is romance more important to women in college than grades are? Why do so many women
enter college with strong academic backgrounds and firm career goals but leave with dramatically scaled-down ambitions? This book exposes a
pervasive "culture of romance" on campus: a high-pressure peer system that propels women into a world where their attractiveness to men counts most.
Published by the University of Chicago Press. For ordering information, contact
University of Chicago Press or Amazon.Com .
Copyright Information
Designing Class Research: Themes, Issues and Struggles
Eisenhart, M., & Borko, H. (1993)
This book is the story of two educational researchers, one an educational anthropologist, and the
other an educational psychologist, their training and efforts to work together. It was written primarily for graduate students in schools and colleges of education who
are beginning a course of study devoted to understanding or producing educational research.
2. Cy.scan
We started the Center for Youth in Science, Culture & NewMedia (cy.Scan) because we suspect that peer groups and "new media," such as computer and communications technologies, have a major influence on
contemporary youth culture and young people, and affect such things as
the tragic shootings at Colorado's Columbine High School. Projects of
the Center aim to investigate teen culture and media within a community
context. Center projects also aim to use both youth-based and
community-based knowledge and interests--especially their knowledge and
interests in science, technology, and communications--as a resource for
improving young people's access to sophisticated educational
opportunities, commitment to learning, and career success. I am the
Director of cy.Scan.
Cy.scan
Five Points Neighborhood
One of the projects of Cy.scan involves 8th grade African-American girls in the Five Points neighborhood of downtown Denver, an area which has historically meant much to the African-American community in Colorado. At the invitation of a community organzer we started to offer science and technology after-school classes for African American middle school girls. The curriculum is designed to attract more girls and U.S. ethnic minorities to science, to school, and to life-long learning.
During fall, 2000, and spring, 2001, we expanded "Simply the Best!" to include a class for Latina middle school girls and training for community adults who want to help teach the classes.
Simply the Best!
3. Recent Articles of Special Interest
Eisenhart, M.A. and Edwards, L.D. (submitted). The Burden of Gaining Respect and Attention: African American Girls in an Urban After-School Science Program.
Eisenhart, M. (in press). Changing conceptions of culture and ethnographic methodology: Recent thematic shifts and their implications for research on teaching. To appear in V. Richardson (Ed.) The handbook of research on teaching. 4th Edition. [Advance copy available from the author]
Eisenhart, M. (2000). Boundaries and selves in the making of 'science.' Research in Science Education, 30 (1), 43-55.
Eisenhart, M. (2000). New directions and approaches to culture, learning, and education. In B. Levinson et al. (Eds.) Schooling the symbolic animal: Social and cultural dimensions of education. Lanham, MD: Roman and Littlefield Publishers.
Eisenhart, M. (1999). Reflections on educational intervention in light of postmodernism. Anthropology and Education Quarterly, 30(4), 462-465.
Eisenhart, M., Finkel, E., & Marion, S. (1996). Creating the conditions for scientific literacy: A
reconsideration. American Educational Research Journal, 33(2),261-295.
Eisenhart, M. (1996). The production of biologists at school and work: Making scientists,
conservationists, or flowery bone-heads? In B. Levinson, D. Foley & D. Holland (Eds.) The
cultural production of the educated person: Critical ethnographies of schooling and local practice.
(pp. 169-185). Albany: State University of New York Press.
Eisenhart, M. (1995). The fax, the jazz player, and the self-story teller: How do people learn
culture? Anthropology and Education Quarterly, 26(1), 3-26.
3. New Projects
1. "Ideas to think with: Educational ethnography in the next generation" manuscript in
preparation; begins where my recent article, "Changing conceptions of culture...," (to
appear in the next Handbook of Research on Teaching, ends; takes up the challenge of
designing educational ethnographies that take seriously the conditions of postmodernity
and the serious criticisms of postmodernism.
2. New research project on the practice and discourse of "school choice" in a local school
district (with educational philosopher, Ken Howe); this is an opportunity to try out some
of the ideas I discuss in "Changing conceptions of culture" and "Ideas to think with."
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