Exploring the Relationships Between Identity and Discourse in K–12 Mathematics and Science Classrooms

• In Event: AERA Roundtable Session 1
  In Roundtable Session: What Works in STEM Education: Evidence From Meta-Analyses

Abstract

This systematic literature review discusses the role and nature of identity and discourse in K-12 mathematics and science classrooms. Thirty studies from 2000-2020 were reviewed and coded using the constant comparative method. Our analysis revealed four overarching theoretical perspectives, seven categories of identity, and four themes of discourse. Our focus on identity and discourse demonstrated theoretical consistency amongst the studies, including significant use of sociocultural theoretical frameworks. Our analysis further revealed that researchers surfaced nuanced results that may have remained hidden using other theoretical approaches when combined with a critical lens. Implications for practice and research are discussed, including support for researchers in uniting theoretical frameworks and new futures in practice that should be considered to build inclusive learning environments.

Authors

• Danielle J Malone, Washington State University - Tri-Cities

• Kristin Saba Fisher, Washington State University

• Rachel Wanty larson, Washington State University

• Tara Heikila, Washington State University

• David Slavit, Washington State University Vancouver