In our research we use a range of theoretical perspectives and concepts from gender, feminist, queer and intersectional theories. Our research utilises a variety of methodological approaches, both qualitative and quantitative, with an emphasis on ethnographic and participatory research methods.

Our work is guided by a strong commitment to equity and social justice, with the aim to contribute to a more equitable and just science education. We understand science learning as taking place in a variety of contexts, which is reflected in the contexts of the group’s current projects; which span all levels of schooling, from preschool to higher education, and also include learning in museums and professional contexts. 

Ongoing projects concern, for example, narratives in laboratory work with the youngest children in pre-schools (Beatrice Hansen), how social justice can be included in higher education physics (Carolina de Barros Vidor), academic resilience in the context of STEM education (Nhu Truong) and informal learning about science, and specifically space science (Eleanor Armstrong). 

We collaborate with researchers beyond Stockholm University, nationally and internationally, for example, Allison Gonsalves (McGill University), Kopo Oromeng (University of Delaware), Rokia Ballo (University College London), Amnah Khan (NYU Abu Dhabi) and Maria Berge (Umeå universitet). Members of the research group are also involved in collaborations with different stakeholders; Eleanor Armstrong is a consultant for the Technisches Museum Wien and Anna Danielsson is part of the Royal Swedish Academy of Engineering Science’s working group about Science capital. We teach on the teacher education programmes and on PhD courses (e.g. the course Gender & science, given by the Gender academy).