Learning Scientific Practices From Scientist Mentors: Supporting Practice-Linked Identities in Science for Underrepresented Youth

• In Event: Poster Session 4
  In Poster Session: Examining Engagement in Science Across People, Places, and Time

Abstract

This study explores trajectories of developing practices of, interest in, and identification with science for high school students as they conduct research as part of summer science programs for racially/ethnically underrepresented youth. This study examines: 1) the practices scientist mentors find important and promote through instruction, 2) the practices students take up, and 3) how this shapes students' practice-linked identities in science. I employ four data sources: 1) pre/post program attitudinal surveys, 2) pre/post program content assessments, 3) interviews: students (pre/post) and scientist mentors, and 4) program observations (2-3 times/week). Findings show that conducting research alongside scientist mentors broadens students’ views of science and what counts as scientific practices, reframes “failure” in science, and allows students to identify as capable scientists.

Author

• Tammie Visintainer, University of California - Berkeley