An Exploration of the Role of Intersectional Identities in Science Teaching

• In Event: Equity for All Students and Teachers in the Science Classroom

Abstract

This study focused on the experiences of one science teacher as she grappled with her multiple converging identities as a beginning urban science teacher. Analysis was guided by a combined theoretical framework of intersectionality and critical event narrative inquiry. Data collection spanned three years and drew upon periodic interviews and written reflections. Findings emphasize the role of intersectional identities in learning to effectively teach science, presented as two themes reflecting intersectional identities: 1) resistance to a low value of science; and 2) experiences of dislocation. The findings of this study have implications for teacher education, notably better preparing teachers to acquire knowledge of schools and communities and to engage in introspection of the identities they bring to the classroom.

Author

• Lisa Marco-Bujosa, Villanova University