Embodying Science Identity Authentically (ESIA): (Re)Imagining Gender Inequity in K–12 Science Education

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 1
  In Roundtable Session: Gender Equity, Student Interest, Attitudes, and Academic Performance in Science Education (Table 6)

Abstract

Government-initiated and schoolwide science reform programs have yet to produce the desired outcome, evidenced by how female students continue to misidentify with science, especially those with multiple marginalized identities (MMI) (Rugs & Hebl., 2013; Kim et al., 2018). From a gender equity perspective, the study asks: What are the most substantive pathways for girls with MMI to authentically learn and embody science identity in a reform-driven classroom? I conceptualize a framework called Embodying Science Identity Authentically (ESIA), which postulates that girls whose science identity work aligns best are most likely to engage in inquiry-driven science education. The exploratory research revolves around a case study ethnography (e.g., Carspecken 1996). Whole-classroom observation of 9th graders in Biology class is ongoing. Additional data will be collected through reflection, surveys, and oral interviews. Analysis will focus on female students to understand how their reformed science-figured worlds shape authentic science learning and identity formation.

Author

• Joy Anuri Anogwih, University of Alabama