The nature of science identity and its role as the driver of student choices.

ABSTRACT:

Background

A major concern in science education involves the under-representation of many groups in science and technology fields, especially by gender (Brotman and Moore, J Res Sci Teach 45:971-1002, 2008; Clark Blickenstaff, Gend Educ 17:369-386, 2006), stemming from an intersection of systemic obstacles (Cantú, Equity Excell Educ 45:472-487, 2012; Rosa and Mensah, Phys Rev Phys Educ Res 12:020113, 2016). Research on persistence of minoritized populations within science trajectories has often highlighted identity as particularly important (Archer et al., Sci Educ 94:617-639, 2010; Barton and Calabrese, Am Educ Res J 50:37-75, 2007; Barton et al., Am Educ Res J 50:37-75, 2013; Merolla and Serpe, Soc Psychol Educ 16:575-597, 2013).

Results

This study quantitatively investiga

SUBMITTER: Vincent-Ruz P 

PROVIDER: S-EPMC6310435 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature