Integrative Supports, Resources, and Opportunities. Exploring and Expanding Urban High School Students' Science Identity: A Longitudinal Qualitative Study

• In Event: AERA Roundtable Session 10
  In Roundtable Session: Belonging Supports, Resources, and Learning Outcomes

Abstract

Using a case study approach, we explored the science and math classroom experiences of urban high school students. Our purposeful sample includes 11 high-achieving students (mostly students of color) who graduated from the same school and participated in an out-of-school science and medicine/health program. Using 35 semi-structured interviews, collected over three years, we focused on understanding the multiple contextual factors that contribute, reshape, and restructure students’ science identity formation during high school. We expanded on Carlone and Johnson’s (2007) science identity model. Our findings suggest that an integration of supports, resources, and opportunities lie at the core of what influences students’ science identities, which they revealed are inclusive of their science interest/passion, competence, performance, and recognition.

Authors

• Janet Rocha, Northwestern University

• Brian Cabral, Stanford University