“Actually, I May be Clever Enough to do it”. Using Identity as a Lens to Investigate Students’ Trajectories Towards Science and University

Krogh, Lars Brian; Andersen, Hanne Moeller

doi:10.1007/s11165-012-9285-2

Cited by 20 publications

(6 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Since Brickhouse, Lowery, and Schultz's (2000) pioneering study of four African-American girls in science across seventh and eighth grades, there have not been many qualitative, longitudinal studies of identity work, though some work has been published within the last few years (Calabrese Jackson & Seiler, 2013;Johnson, Brown, Carlone, & Cuevas, 2011;Krogh & Andersen, 2013;Packard & Nguyan, 2003;Tan et al, 2013). At the time of our analysis, we were charting relatively new territory, conceptually and methodologically.…”

Section: Studying Identity Work Over Timementioning

confidence: 99%

Becoming (less) scientific: A longitudinal study of students' identity work from elementary to middle school science

2014

View full text Add to dashboard Cite

Students' declining science interest in middle school is often attributed to psychological factors like shifts of motivational values, decrease in self-efficacy, or doubts about the utility of schooling in general. This paper adds to accounts of the middle school science problem through an ethnographic, longitudinal case study of three diverse students' identity work from fourth-to sixth-grade school science. Classroom observations and interviews are used as primary data sources to examine: (1) the cultural and structural aspects of the fourth-and sixth-grade classrooms, including the celebrated subject positions, that enabled and constrained students' identity work as science learners; (2) the nature of students' identity work, including their positioning related to the celebrated subject positions within and across fourth-and sixthgrade science; and (3) the ways race, class, and gender figured into students' identity work and positioning. In fourth-grade, all experienced excellent science pedagogy and performed themselves as scientifically competent and engaged learners who recognized themselves and got recognized by others as scientific. By sixth-grade, their identity work in school science became dramatically less scientific. Celebrated subject positions did not demand scientific thinking or robust engagement in scientific practices and were heavily mediated by race, class, and gender. Our results highlight three insights related to the middle school problem: (1) when students' social identity work was leveraged in service of robust science learning, their affiliation increased; (2) academic success in school science did not equate to affiliation or deep engagement with science; and (3) race, class, and gender figured into students'successes in, threats to, and identity work related to becoming scientific. We end the article by providing a framework and questions that teachers, teacher educators, and researchers might use to design and evaluate the equity of science education learning spaces.

show abstract

Section: Studying Identity Work Over Timementioning

confidence: 99%

Becoming (less) scientific: A longitudinal study of students' identity work from elementary to middle school science

2014

View full text Add to dashboard Cite

show abstract

“…Given evidence that students with low mathematics attainment during the early secondary school years are less likely to move on to study and gain employment in STEM-related subjects and professions (Anlezark, Lim, Semo, & Nguyen, 2008;Boe, Henriksen, Lyons, & Schreiner, 2011;Krogh & Andersen, 2013), identifying the motivational factors related to adaptive outcomes in in-class and out-of-school learning activities in mathematics may help inform interventions to improve mathematics competency (Steinmayr, Dinger, & Spinath, 2012).…”

Section: Why Focus On Mathematics?mentioning

confidence: 99%

Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment

Hagger

Sultan

Hardcastle

et al. 2015

Contemporary Educational Psychology

135

View full text Add to dashboard Cite

We adopted a trans-contextual model of motivation to examine the processes by which school students' perceived autonomy support (defined as students' perceptions that their teachers' support their autonomous or self-determined motivation) and autonomous forms of motivation (defined as motivation to act out of a sense of choice, ownership, and personal agency) toward mathematics activities in an educational context predict autonomous motivation and intentions toward mathematics homework, and actual mathematics homework behavior and attainment, as measured by homework grades, in an out-of-school context. A three-wave prospective study design was adopted. High-school students (N = 216) completed self-report measures of perceived autonomy support and autonomous forms of motivation toward mathematics activities in school in the first wave of data collection. One-week later, participants completed measures of autonomous forms of motivation, attitudes, subjective norms, perceived behavioral control, and intentions with respect to mathematics homework outside school. Students' selfreported homework behavior and homework grades from students' class teachers were

show abstract

“…The literature on students' choices has tended to emphasise interest as a key component (Krogh and Andersen, 2013;Mikkonen et al, 2009;Schreiner, 2006), and recent studies show how students weight and negotiate different interests and match them with potential educations to make a suitable choice (Vulperhorst et al, 2018). Common for such research is how interests are multidimensional and entail both content-specific cognitive as well as affective aspects (Krapp and Prenzel, 2011).…”

Section: Students' Choices and Identitiesmentioning

confidence: 99%

Science students’ post-bachelor’s choice narratives in different disciplinary settings

Madsen

Holmegaard

2022

European Educational Research Journal

View full text Add to dashboard Cite

In this paper, we aim to understand the implications of the structural changes of the Bologna process from a student perspective. We investigate how bachelor’s degree students’ in a post-Bologna era with three-year bachelor’s degree and two-year master’s degree units construct their post-bachelor’s choice narratives in two different science degree programmes (chemistry and natural resources) at a Danish research-intensive university. We pay special attention to how science students’ narrative repertoires and imagined futures interact with and set the scene for their choice narratives in specific disciplinary settings. We draw on theoretical ideas of science identities including ‘narrative repertories’ and ‘imagined futures’, combined with disciplinary cultures and institutional capital. The analysis draws on small-scale rich qualitative material including 12 narrative interviews and focus groups with 44 students, including reflective essays, drawings and word-cloud brainstorms. Results show that the post-bachelor’s trajectory is a choice that students must relate themselves to in their identity negotiations. We document how students within the same faculty are presented with different narrative repertoires to construct and negotiate their choices from and as a result experience different choice processes and negotiations due to the different disciplinary settings they encounter. The implications for higher education institutions are given.

show abstract

“Actually, I May be Clever Enough to do it”. Using Identity as a Lens to Investigate Students’ Trajectories Towards Science and University

Cited by 20 publications

References 25 publications

Becoming (less) scientific: A longitudinal study of students' identity work from elementary to middle school science

Becoming (less) scientific: A longitudinal study of students' identity work from elementary to middle school science

Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment

Science students’ post-bachelor’s choice narratives in different disciplinary settings

Contact Info

Product

Resources

About