Capturing Watershed Moments: Understanding How Critical Identity Artifacts Impact Middle School Girls’ Science Identity Trajectories

• In Event: Science Artifacts as Boundary Objects: Designs That Cross Social Settings

Abstract

Purpose
This study examines the role that signature science artifacts play in the production of “watershed moments” in girls’ science identity trajectories. Watershed moments historically refer to critical turning points when something changes and the people involved will never be the same. Scientifically, watersheds give reference to the relationship between water systems and local ecologies. In making sense of girls’ identity work, we refer to “watershed moments” as science identity artifact generating events that act as catalysts in the stabilization and/or destabilization of girls’ identity trajectories. Such watershed moments have significant impact on how girls’ views themselves in science and/or how others view them in relation to the science community.
Theoretical Framework
Practice theory suggests that identities are produced and reproduced via participation in activities and in relationships with others (Holland et al 1998). A challenge in identity work is in understanding how identities become reified within and across communities, and what these identities mean for an identity trajectory (Leander, Phillips & Taylor, 2010). Leander (2002) suggests that identity construction relies upon the production of identity artifacts and the configuration of artifacts in space and time. Our study seeks to understand how and when science identity artifacts are produced and how girls leverage these artifacts to stabilize and/or destabilize their science identity trajectories.
Methods
Longitudinal, ethnographic case study data was collected for 29 girls over two years in three urban geographic contexts: New York, Hawaii & Michigan. Data includes: observations (in and out of school), student work, parent meetings, teacher and youth interviews. We use cultural historical activity theory (Engestrom, 1987) to understand the complex dynamics of girls’ identity work and the impacts watershed moments have on girls’ science identity trajectories.
Results
We report on three findings. First, science identity artifacts help to re-position youth with epistemic authority (what she knows) and relational authority (who she interacts with). Second, science identity artifacts carry and transform meaning over time and space (both forward and backward) because of the symbolic value they take on. Lastly, girls use science identity artifacts to leverage local context in ways that powerfully merge science and personal values and ways of being in order to transcend traditional boundaries. We use three contrasting cases to contextualize these findings. Shontie’s story explores the role her video on energy conservation, “Make a Change”, plays in how she positioned herself as a green energy expert and how this transforms her career goals from being a professional dancer to a green house designer. Mia’s story recounts how her science fair project ultimately legitimizes her family funds of knowledge and recasts what she believes in means to be scientific. June’s story details how her school science grades serve to shift her science identity from being “scared of science” and identifying as “smart because I conquered science.”
Significance
Understanding watershed moments provides insight into how and when girls leverage their figured worlds in the creation of science identify artifacts and provides insight into how girls use these artifacts to re-frame their science identity trajectories.

Authors

• Tara O'Neill, University of Hawaii - Manoa

• Angela Calabrese Barton, Michigan State University

• Edna Tan, University of North Carolina at Greensboro