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

Janet Rocha*, Brian Cabral, Erin Chen, Carlos Rodriguez, Clyde W. Yancy

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Using a case study approach, we explored the science and math classroom experiences of urban high school students. Our purposeful sample included 11 high-achieving students (mostly minoritized students) who graduated from the same school and participated in an out-of-school science and medicine/health program. Using 35 semistructured interviews collected over 3 years, we focused on understanding the multiple contextual factors that contributed to the restructuring of students’ science experiences and reshaping of their science identity formation during high school. We expanded on Carlone and Johnson’s (2007) science identity model to propose an updated model for understanding students’ experiences within science, technology, engineering, mathematics, and medicine/health contexts. Our findings suggested that an integration of supports, resources, and opportunities lies at the core of what influences students’ science identities, which they revealed are inclusive of their science interest/passion, knowledge, participation, and achievements. Our study’s contribution is a unique perspective of the cultivation and sustainability of students’ science identities at the secondary level.

Original languageEnglish (US)
Pages (from-to)44-63
Number of pages20
JournalGifted Child Quarterly
Volume67
Issue number1
DOIs
StatePublished - Jan 2023

Keywords

  • academic achievement
  • inclusion
  • self-efficacy
  • STEM

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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