Science Identities: Theory, method and research

Preface
Contents
Part I: Introduction
	Chapter 1: Understanding and Contextualizing the Field of Science Identity Research
		1.1 “Seeing” Identity: From the Individual to Lens Toggling
			1.1.1 The Individual
			1.1.2 Lens-Toggling
		1.2 “Seeing” Identity: From Snapshots to Patterns Over Time
			1.2.1 Snapshots
			1.2.2 Patterns Over Time
		1.3 What Do We See When We Use Identity as an Analytic Construct?
			1.3.1 Identity Has Helped Us Recognize Mechanisms of Cultural Reproduction/Production
		1.4 Everyday Practices Produce Shared Meanings that Influence Identity Work
		1.5 Identity Is a Process of Becoming, Rather Than a Final-Form Achievement
		1.6 Situating the Individual Amidst Structures of Power
		1.7 Changing the Field Versus Changing the Individual: New Forms of (Local) Science
		1.8 Agency and Spaces of Possibility
		1.9 On the Horizon for Identity Studies
		References
Part II: Student Science Identities Outside and Inside School
	Chapter 2: “My Love for It Just Wasn’t Enough to Get Me Through”: A Longitudinal Case Study of Factors Supporting and Denying Black British Working-Class Young Women’s Science Identities and Trajectories
		2.1 Introduction
		2.2 A Bourdieusian Approach to Theorising Vanessa’s Science Identity and Trajectory
		2.3 Data Sources
		2.4 Survey Findings: Black Students Do Not Lack Science Interest, Aspiration or ‘Identity’
		2.5 Introducing Vanessa
			2.5.1 Vanessa Age 10
			2.5.2 Vanessa Age 13
			2.5.3 Vanessa Age 16
			2.5.4 Vanessa, Age 18
		2.6 Discussion
			2.6.1 Supporting Vanessa’s Trajectory: Black Habitus, Black Cultural Capital and Black Science Capital
			2.6.2 Closing Down Vanessa’s Science Identity and Trajectory: The Role of Schooling
			2.6.3 The Science Debt?
			2.6.4 Thinking Otherwise: Changing the Field of School Science
		2.7 Conclusion
		References
	Chapter 3: “It Was Always About Relationships and It Was Awesome”: Girls Performing Gender and Identity in an Out-Of-School-Time Science Conversation Club
		3.1 Theoretical Framework
		3.2 Research Context and Methods
		3.3 Data Sources
		3.4 Results
			3.4.1 Building Solidarity and Bonding Capital Around Relationships
			3.4.2 Co-Opting Science to Advance the Goals of ConvoClub
			3.4.3 Positioning Selves as Science Experts in the Club
		3.5 Discussion
		References
	Chapter 4: Young Women’s Identity Work in Relation to Physics at the Transition from School to Further Educational Pathways
		4.1 Research Approaches to Decisions on Educational Pathways
		4.2 Educational Choices: Theoretical Foundation
		4.3 Conception of (Physics) Identity and Methodological Issues
		4.4 Specification of the Research Interest
		4.5 Methodological Considerations
			4.5.1 Investigation Setting and Method
		4.6 Analysis Procedure
		4.7 Results: Four Single Cases
			4.7.1 The Case Sophie
			4.7.2 The Case Julia
			4.7.3 The Case Karolin
			4.7.4 The Case Emma
		4.8 Perspectives of Identity Work in the Context of Educational Path Decisions: Summary and Comparison of the Individual Cases
			4.8.1 How Do the Young Women Present Themselves as Individuals, and Which Self-Images Do They Display, Including Their Ideas About Their Future?
			4.8.2 How Do They Position Themselves Towards Their Idea of Physics and to “Physics People”?
			4.8.3 In What Ways Do Gender and Their Own Gender Identity Play a Role in Relation to Physics?
			4.8.4 Who Are Significant Others and What Role Do They Play?
			4.8.5 What Other Aspects Are Visible as Relevant to the Identity Negotiations in the Context of Educational Choices?
		4.9 Discussion
		References
	Chapter 5: Student Identity, Aspiration and the Exchange-Value of Physics
		5.1 Studying A Level Physics
		5.2 Science Identity, Capital and Symbolic Exchange
		5.3 The Study
		5.4 The Exchange Value of Physics
			5.4.1 Careers ‘From’ Physics
			5.4.2 An Intelligent Identity
			5.4.3 Girls in Physics: Has the Tide Turned?
		5.5 The Symbols of an Identity in Science
		References
Part III: Student Science Identities in Higher Education
	Chapter 6: Science Talent and Unlimited Devotion: An Investigation of the Dynamics of University Students’ Science Identities Through the Lens of Gendered Conceptualisations of Talent
		6.1 The Ideal and Celebrated Student in Higher Education Science
		6.2 Theoretical Lenses
			6.2.1 Norms and Meaning Making
			6.2.2 In- and Ex-clusion Through Available Gendered Subject Positions
		6.3 Method
			6.3.1 Background
			6.3.2 Study Context
			6.3.3 Interviews with Teachers
			6.3.4 Workshops and Interviews with Students
			6.3.5 Positionality and Production of Data
			6.3.6 Analytic Approach
		6.4 Theme 1: What Talent Is and Is Not
			6.4.1 Complicity in Silencing
			6.4.2 Invisibility in Teaching
			6.4.3 Good Students: The Organisers and the Artists
		6.5 Theme 2: The Price of Talent
			6.5.1 To Invest the Whole Self to Science
			6.5.2 Balancing Different Life-Spheres
			6.5.3 The Production of Stressed Students
		6.6 Discussion
		References
	Chapter 7: Doing Geoscience: Negotiations of Science Identity Among University Students When Learning in the Field
		7.1 Introduction
		7.2 Science Identity and the Doing of Geoscience
		7.3 Methodology
			7.3.1 Methodologies and Materials for Portrait 1: How to Make Sense of Disciplinary Knowledge
			7.3.2 Methodologies and Materials for Portrait 2: Tacit and Embodied Practice with Instruments
			7.3.3 Methodologies and Materials for Portrait 3: Being a Geologist
			7.3.4 Issues of Positionality
		7.4 Portraits of Negotiating a Geoscience Identity in Learning Situations
			7.4.1 Portrait 1: How to Make Sense of Disciplinary Knowledge
			7.4.2 Portrait 2: Tacit and Embodied Practices with Instruments
			7.4.3 Portrait 3: Being a Geologist
		7.5 Discussion and Concluding Reflections
		References
	Chapter 8: Identity Perspectives in Research on University Physics Education: What Is the Problem Represented to Be?
		8.1 Introduction
			8.1.1 Studying Identities in University Physics Education
			8.1.2 What Is the Problem of Physics Identity Represented to Be?
		8.2 Four Problematizations
			8.2.1 Students Fail to Develop Physics Identities
			8.2.2 Underrepresented Students Do Not Develop Enough of a Physics Identity
			8.2.3 Normative Physics Identities Impede Equal Participation
			8.2.4 Normative Physics Identities Have Consequences for What Physics Knowledge Is Produced, and the Role of Physics in Society
		8.3 Reimagining Physics Together with Students
		8.4 Conclusion
		References
Part IV: Science Teachers’ Identities and Practices
	Chapter 9: Exploring the Connections Between Student-Teacher-Administration Science Identities in Urban Settings
		9.1 Theoretical Framings
			9.1.1 Science Identity
			9.1.2 Science Teacher Identity
			9.1.3 Urban Science Teacher Identity
		9.2 Multi-level Discourse Framework
		9.3 Intersections of Identities
			9.3.1 Relationship Between Teacher and Student Identity
			9.3.2 Relationship Between Teacher Identity and Administration
			9.3.3 Methodology
		9.4 Context and Data Collection
			9.4.1 Data Analysis
		9.5 Findings
			9.5.1 Engagement in Discourses
			9.5.2 Urban Education: Deficit Discourses
			9.5.3 Science: Authenticity
			9.5.4 Education: Accountability
		9.6 Recognizing/Recognition
			9.6.1 Recognition for Science Teachers
			9.6.2 Recognition by Science Teachers
		9.7 Discussion
			9.7.1 Impact of Macro-level Discourses: Teachers’ Negotiation of Discourses of Science, Education, and Urban Education
		9.8 Implications for Research and Practice
		References
	Chapter 10: Science Teacher Identity Work in Colonized and Racialized Spaces
		10.1 Research on Science Teacher Identity
			10.1.1 Theoretical Framework
		10.2 Figured Worlds and Cultural Models
		10.3 Colonialism and Whiteness
		10.4 Science Teachers in Colonized, Racialized Spaces
		10.5 Hildah
		10.6 Donna
		10.7 Story of Chainsaw Charlie and Carpenter Carl
		10.8 What We Learned
		References
	Chapter 11: Understanding Science Teacher Identity Development within the Figured Worlds of Schools
		11.1 Challenges for Teachers and Teacher Educators
		11.2 Identity as a Grounding Construct
		11.3 Investigating the Professional Identity of First Year Teachers
		11.4 Figured Worlds as Identities-in-Practice
		11.5 A Hybrid Framework for Understanding the Development of Teacher Identity
		11.6 Using the Hybrid Model as a Lens on Beginning Teacher Identity Development
			11.6.1 Nina
			11.6.2 William
		11.7 Implications for Understanding Professional Identity Development and for Supporting Early-Career Science Teachers
		References
	Chapter 12: Identities in Action: Opportunities and Risks of Identity Work in Community and Citizen Science
		12.1 Bryan
		12.2 Diana
		12.3 Community and Citizen Science as a Context for Identity Work
		12.4 Prior Research on Identity Development in CCS
		12.5 Understanding Identity and Agency in CCS
		12.6 Examining Identity Work in CCS at Two Levels
		12.7 Key Aspects of CCS
			12.7.1 Contributions to “Real Science” and Scientific Communities
			12.7.2 Nested Purposes
			12.7.3 Availability of Diverse Practices, Tools and Roles
			12.7.4 Place-Based Engagement
		12.8 Summary of Cases
		12.9 Implications for Practice and Research
		12.10 Facilitate Connection with Multiple Stakeholders
		12.11 Engage with Complex Socio-Ecological Issues
		12.12 Research Questions and Recommendations
		12.13 Conclusion
		References
Part V: Multi-layered Methodological Approaches to Science Identities
	Chapter 13: Using Qualitative Metasynthesis to Understand the Factors That Contribute to Science Identity Development Across Contexts in Secondary and Post-Secondary Students from Underrepresented Groups
		13.1 Introduction
		13.2 Theoretical Framework
		13.3 Science Identity as a Social Identity
		13.4 Dimensions of Science Identity
		13.5 Intersecting Identities: Power Struggle or Opportunity for Agency?
		13.6 Theoretical Framework Summary
		13.7 Methodology
		13.8 Research Questions and the Literature Review
		13.9 Identification of Inclusion Criteria
		13.10 Analysis
		13.11 Findings
		13.12 Defining Science Identity
		13.13 Factors Impacting Science Identity Development
		13.14 Trajectories of Science Identity Development and Learning
		13.15 Discussion
		13.16 Limitations
		13.17 Future Studies
		References
	Chapter 14: Representing STEM Identities as Pragmatic Configurations
		14.1 Views of Identities
			14.1.1 Types of Identities
			14.1.2 Identity Configurations
			14.1.3 Identity and Schema Theory
			14.1.4 Elements and Structure of Schemata
		14.2 Identity in STEM Educational Research
			14.2.1 STEM in General Education
			14.2.2 Higher and Vocational Education
			14.2.3 Elements of STEM (Professional) Identities
			14.2.4 Mapping (STEM) Identities
			14.2.5 A Pragmatic Perspective on STEM
		14.3 STEM Identities as Essentially Including STEM Expertise
			14.3.1 First Argument: The Mediating Nature of Identities
			14.3.2 Second Argument: Success in STEM and Gaining Recognized in STEM Identities
			14.3.3 Third Argument: Learning STEM and the Development of STEM Identities
			14.3.4 Summary
		14.4 A Pragmatic Model of STEM Identities
			14.4.1 A Schema View on Elements and Structure of PPE
			14.4.2 Descriptional Format
		14.5 Mapping STEM Identities: Pragmatic Identity Analysis
			14.5.1 An Example from Modern Engineering Education
			14.5.2 An Example from STEM Teacher Training
		14.6 Assignment
		14.7 Discussion
			14.7.1 Research Contribution
			14.7.2 Reflection on Pragmatic Identity Analysis
			14.7.3 Implications for STEM Education
		References
	Chapter 15: How Activity Frames Shape Situated Identity Negotiation: Theoretical and Practical Insights from an Informal Engineering Education Program
		15.1 Study Overview and Context
		15.2 Theoretical Framework: Identity and Activity Frames
			15.2.1 Situated Identity
			15.2.2 Activity Frames
			15.2.3 Intersection of Frames and Identity
		15.3 Methods for Exploring the Connection Between Framing and Identity
		15.4 Activity Frames in STEM-Related Identity Negotiation
			15.4.1 Engineering Activities as Competitive or Collaborative
			15.4.2 Failure as Either Negative or Positive
		15.5 Role of Activity Frames in Shaping STEM-Related Identity Negotiation
			15.5.1 Shaping of Activity Frames by Leadership-Oriented Youth
			15.5.2 Tensions Between Educator and Youth-Negotiated Frames
		15.6 Implications for Supporting STEM Identity Development
			15.6.1 Implications for Practitioners and Educators
			15.6.2 Implications for Research
		References
Part VI: Conclusion
	Chapter 16: Working Towards Justice: Critical Next Steps in Identity Studies in Science Education
		16.1 Identities Studies in Science Education as Justice-Oriented Project
			16.1.1 Identities and Identity Work as Power-Mediated
			16.1.2 Whose Justice? The Role of Intersectional Oppressions
			16.1.3 Trajectories of Identities/Trajectories of (In)Justice
			16.1.4 Disrupting Dominant Discourses/Narratives
		16.2 How Rightful Presence Extends the Identity Research Agenda
		16.3 Discussion
		References