– This youth’s interest in various aspects of the sciences was years in the making, embedded in situated events that were part of a space-time continuum bound by passion for the practices involved, influenced by specific cultural practices, and explored with the help of close family collaborators.
– School science activity in which the youth in question participated both supported and could have potentially constrained her science-related cultural learning pathways.
– Stella (the mother) identified, created, enabled, and facilitated many informal learning practice arrangements for Brenda (the student), although she positioned herself as a collaborator, and at times, as a bystander.
– Brenda’s relationships with her cousin, aunt, and grandmother were also important with respect to Brenda’s interest development in relation to these science-related practices.
– Through her actions, talk, choice of activity, etc., Brenda herself identified as someone interested in aspects of the sciences, and Stella actively positioned Brenda (through her actions, talk, choice of activity, choice ofsettings) as someone capable of doing science-related work.