“Science helps me figure things out”: Authoring science identities across time & place

January 1st, 2014 | RESEARCH

Calabrese Barton and colleagues examine the beliefs and science practices of two students in a two-year study across settings. The study seeks to answer the question, “What do girls from non-dominant populations do to author themselves into or out of science, in spite of – or because of – their grades?” The study also examines how structures such as teacher support, community organizations, and school tracking systems promote or hinder opportunities for these students to author identities in science.


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Team Members

Kerri Wingert, Author, University of Washington

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Access and Inclusion: Women and Girls
Audience: Educators | Teachers | Middle School Children (11-13) | Museum | ISE Professionals
Discipline: Art | music | theater | Education and learning science | General STEM
Resource Type: Research Brief | Research Products
Environment Type: Afterschool Programs | Informal | Formal Connections | K-12 Programs | Public Programs | Theater Programs