Hermanas Escritoras [Sister Writers]: Negotiating Our Science Writer Identities as Chicana/Latinas in STEM

• In Event: AERA Roundtable Session Saturday 9:45 am
  In Roundtable Session: Educators' Critical Reflections on Curriculum Questions

Abstract

Science identity development research has yet to explore how Chicana/Latinas see and negotiate their science writer identities on their path to becoming scientists. This case study explores how eight Chicana/Latina STEM majors at an R1 university in Northern California define their science writing identities through autohistorias [self stories] and pláticas [conversations] that historicize our writing journeys. Findings revealed participants did not see themselves as science writers because of language ideologies present in science writing. Many negotiated the dominant science writer identity by redefining writer identities that bridge their backgrounds, voices, lives, and communities. The results have implications for science writing education in college, presenting a need to center students in the co-creation of science and academic writing curriculum.

Authors

• Anna Carolina Peñaloza, University of California - Davis

• Camille Anne Korbut, University of California - Davis

• Eimy Nino Barrera, University of California - Davis

• Ashley Garcia, University of California - Davis

• Aylin Andrade, University of California - Davis