ABSTRACT
In Chapter 4, “Learning to Network,” we share how we created opportunities for high school Latina girls in the Girls Writing Science Project to make connections to women in science through writing, interviewing, and technology. Building on the concept of feminist rhetorical ecologies, this chapter shows the ways that networks are built and sustained. Through this networking, the girls began to imagine their lives in science. For many of the students, this experience represented the first time they had interviewed another person. The girls stepped outside their normal roles as students responding to teachers’ requests and, in this interview, became the person shaping the conversation, asking the questions, and making sense of the information received. In this way, the women scientists, the girls, the teachers, and the researchers became a part of a network. The girls learned to use their literacy skills access this network and to access science careers.
