Recognizing Multiple Identity Trajectories in Science That Urban Middle School Girls Author and Its Role in Science Learning

• In Event: Science Education, Capital, and Power

Abstract

Purposes. We offer a framework for “science identity trajectories” and use it to make sense of the identity work of girls with different science backgrounds and experiences. Research questions include: In what ways do urban middle school girls author identity trajectories in science? What is the relationship between science identity trajectories and participation and learning in science?
Conceptual framework. This study is grounded in critical sociocultural perspectives that frame identity as a process of “becoming” (Lave & Wenger, 1991) and that highlight how the self is constructed through social activities and relationships that operate with power dynamics (Johnson et al., 2011). In previous work, we have developed an initial conceptual framework that recognizes identity trajectories as the on-going accumulation of identity work that takes place across space and time. We draw upon identity artifacts (Calabrese Barton et al., 2008; Leander, 2002, 2010) generated at moments of action and the role these artifacts play in the de/stabilization of identities.
Methods, Data sources & Evidence. Using longitudinal ethnographic case study, we followed 27 girls from three lower-income urban communities over 2 years into both formal and informal spaces. Data include classroom observation (56-90 hours), interviews (1-2 hours per girl), science artifacts, and individual digital stories of “science and me” each year. We analyzed data using cultural historical activity theory (Engestrom, 1987) to make sense of complex dynamics of girls’ identity work and the impacts on girls’ science identity trajectories.
Selected findings. We highlight three findings, and in our paper, use the contrasting stories of three of our case study participants to explain our findings.
Identities are always in the process of being de/stabilized through critical events that layer new meaning on previous identity work and shape the direction of future identity work. Identity trajectories, as the on-going accumulation of identity work emergent within these events, help us to see how the power dynamics that locally operate within certain activity systems shape in-the-moment identity work, and its projected impact on a girl’s sense of future self with/in science.
Girls’ identities bear momentum for being a certain kind of person in and with science that can shift accumulatively or dramatically through one or a few critical events as girls’ respond to activity systems. Shifts in momentum are characterized by changes in girls’ positioning and intent of being in and with science currently and as they see themselves in the future. These shifts powerfully impact girls’ overall “curve” of identity trajectories as well as their participation and science learning.
Identity trajectories provide “points of entry/exit” for engaging in science in ways that are legitimized but unrecognized in the classroom. In the three illustrative cases, two demonstrate noticeable shifts in their momentum and identity trajectories between 7th and 8th grade year, and how each girl came to be engaged or disengaged in science with the shifts of momentum.
Significance of the study. This study provides a framework for making sense of girls’ identity trajectories in science and its potential relationship to learning and participation in science.

Authors

• Hosun Kang, University of Washington

• Angela Calabrese Barton, Michigan State University

• Edna Tan, University of North Carolina at Greensboro

• Juanita Beatriz Bautista Guerra, Michigan State University

• Caitlin Brecklin, Michigan State University