Advertisement

Cultural Studies of Science Education

, Volume 11, Issue 2, pp 379–385 | Cite as

The intersection of identity, culture and science engagement

  • LaToya Strong
Forum
First Online:

Abstract

Ivã Gurgel, Mauricio Pietrocola, and Graciella Watanabe expand upon the existing literature, which links identity and science engagement. Specifically, the authors focus on ways in which the cultural identities of students relate to their engagement in physics. In doing so, Gurgel, Pietrocola, and Watanabe further build upon the idea that one’s identity is not immutable, but rather is continually re-constituted throughout life. Employing the lens of ontological authenticity, the authors use three interventions with the purpose of revealing the intersection of students’ cultural identity and science. In this paper I extend the dialogue on how we can further explore the link between identity and science engagement, starting first with a consideration of student identity and its significance, before extending this inquiry into the specific field of science.

Keywords

Science education Identity Science engagement Culture 
This is a preview of subscription content, log in to check access.

References

  1. Bosch, M., & Gascón, J. (2006). Twenty-five years of the didactic transposition. ICMI Bulletin, 58, 51–65.Google Scholar
  2. Edelson, D.C. (1998). Realising authentic science learning through the adaptation of scientific practice. In K. Tobin & B. Fraser (Eds.), International handbook of science education (Vol. 2, pp. 317–333). doi: 10.1007/978-94-011-4940-2_19
  3. Gee, J. P. (1990). Social linguistics and literacies: Ideology in discourses, critical perspectives on literacy and education. Bristol, PA: Taylor and Frances. doi: 10.4324/9780203814444.Google Scholar
  4. Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. Stanford, CA: Stanford University Press.Google Scholar
  5. Gutiérrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19–25. doi: 10.3102/0013189x032005019.CrossRefGoogle Scholar
  6. Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38–70. doi: 10.1598/rrq.39.1.4.CrossRefGoogle Scholar
  7. Moll, L. C., & Greenberg, J. B. (1990). Creating zones of possibilities: Combining social contexts for instruction. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 319–348). Cambridge: Cambridge University Press. doi: 10.1017/cbo9781139173674.016.CrossRefGoogle Scholar
  8. Moll, L., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141. doi: 10.1080/00405849209543534.
  9. National Committee on Science Education Standards and Assessment, & National Research Council. (1996). National science education standards. National Academy Press.Google Scholar
  10. Office of English Languages Learners. (2013). Demographic report. New York City Department of Education’s. Division of Students with Disabilities and English Language Learners. http://schools.nyc.gov/NR/rdonlyres/FD5EB945-5C27-44F8-BE4B-E4C65D7176F8/0/2013DemographicReport_june2013_revised.pdf
  11. Schutz, A., & Luckman, T. (1971). Structures of the life world. Portsmouth, NH: Heineman. doi: 10.1007/978-94-015-3456-7_7.Google Scholar
  12. Seiler, G. (2001). Reversing the “standard” direction: Science emerging from the lives of African American students. Journal of Research in Science Teaching, 38(9), 1000–1014. doi: 10.1002/tea.1044.CrossRefGoogle Scholar
  13. Sewell, W. H. (2005). Logics of history: Social theory and social transformation. Chicago: University of Chicago Press. doi: 10.7208/chicago/9780226749198.001.0001.CrossRefGoogle Scholar
  14. Tsui, L. (2007). Effective strategies to increase diversity in STEM fields: A review of the research literature. The Journal of Negro Education, 76(4), 555–581.Google Scholar
  15. Turner, J. H. (2013). Contemporary sociological theory. United States: Sage Publications.Google Scholar
  16. Vygotsky, L. S. (1978). Mind in Society: The development of higher pyshological processes. Cambridge, MA: Harvard University Press.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2015

Authors and Affiliations

  1. 1.The Graduate CenterCity University of New YorkNew YorkUSA

Personalised recommendations

Cite article

Buy options