"Because They Are Scientists, They Do Experiments": Exploring Emerging Science Identities of Underserved African American Kindergartners

• In Event: Advancing Equity in Learning and Doing Science

Abstract

Aiming to understand emerging science identities of underserved African-American kindergartners, we investigated (1) how children narrate their understanding of science and scientists, and (2) how their emerging understanding of science/scientists reflects their intersected life experiences. Adapting Wenger’s theory of identity construction and “modes of belonging” framework, we analyzed 31 kindergartener’s interviews and drawings collected at a high-needs urban public school. We identified three levels of science identity: pre-emergent, seeds-of-emergence, and emerged. We found that the kindergartners’ narrated science identity reflected their intersected life experiences from their home, school, and community. The findings provide much-needed understandings about young African-American children’s science identity construction in a historically underserved community, and offer important implications for practice and research.

Authors

• X. Christine Wang, University at Buffalo - SUNY

• Ayse Cobanoglu, Yale University

• Alexandra Schindel, University at Buffalo - SUNY

• Tanya M. Christ, Oakland University