Identity Development in Science: The Case of Learning in Geosciences Fieldwork

• In Event: Revisiting and Reimagining Identity Development in College Across Diverse Contexts

Abstract

Researchers have recognized the need to apply analytical tools from higher education scholarship to examine students’ identity development in the field of geoscience. In particular, fieldwork, an activity central to geoscience education, can play a vital role in the development of science identity. However, fieldwork can also limit engagement in the discipline along the lines of gender, class, race, and disability, due to factors including a high prevalence of sexual harassment, the high costs of gear required for hiking and camping, and the physical demands of covering terrain that can limit participation of those with disabilities. This paper addresses the question: “How does learning about how to conduct fieldwork in geoscience influence undergraduates’ identity development as scholars of geoscience?”

Authors

• Anne-Marie Nunez, The Ohio State University

• Tyler Hallmark, Sloan Foundation

• Jessica Rivera, The Ohio State University