Case for Narrative Inquiry: Understanding the Experiences of Elena, A Historically Minoritized Graduate Student in Chemistry

Nardo, Jocelyn Elizabeth

doi:10.1021/acs.jchemed.1c00521

Cited by 7 publications

(4 citation statements)

References 48 publications

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“…This was followed by recent work from Clandinin and Rosiek (2019) which contends that while narrative inquiry begins with an individual’s experience, the approach also takes into account social and cultural contexts in order to deepen the analysis. As these debates continue, within the field of educational research, scholars (see Hu & Dai, 2021; Nardo, 2021) continue to utilize narrative inquiry to study student experiences and how these experiences contribute to the formation of aspirations and learning trajectories.…”

Section: The Development Of Narrative Inquiry As a Methodologymentioning

confidence: 99%

Capturing Habitus: Reflections on the Use of Narrative Inquiry to Explore Female Learner Identities in Chinese STEM Higher Education

Hu,

Stahl

2023

International Journal of Qualitative Methods

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Pierre Bourdieu’s concept of habitus remains an important theoretical framework educational researchers draw upon to explore the learner identities of students as well as their learning trajectories. As scholars grapple with habitus, as both a theory and a method of working with the data, they have drawn upon different research methodologies. To date, what has been largely absent in Bourdieusian educational research is how narrative inquiry can enhance our understanding of how habitus shapes learner identities. Narrative inquiry, as a research approach, seeks to understand and interpret human experiences through the collection and analysis of participants’ life stories. This article first explains how to operationalise Bourdieu’s habitus to understand learner identities and aspirations. Second, narrative inquiry is introduced as a methodology. Third, the paper offers a case study of Chinese female STEM students’ experiences in higher education where the first author reflects on how narrative inquiry allowed for a deeper exploration of the formation and maintenance of their habitus as learners. Lastly, the paper concludes with the first author’s own reflexive deliberations on what narrative inquiry can offer researchers interested in habitus. In exploring the relationship between narrative inquiry and habitus the paper highlights the continual dialectical relationship between theory and method.

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Section: The Development Of Narrative Inquiry As a Methodologymentioning

confidence: 99%

Capturing Habitus: Reflections on the Use of Narrative Inquiry to Explore Female Learner Identities in Chinese STEM Higher Education

Hu,

Stahl

2023

International Journal of Qualitative Methods

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“…We conducted a qualitative observational study using a narrative inquiry approach . We used semistructured interviews to elicit students’ experiences.…”

Section: Methodsmentioning

confidence: 99%

“…We conducted a qualitative observational study using a narrative inquiry approach. 33 We used semistructured interviews to elicit students' experiences. We created six openended prompts, and participants could respond freely.…”

Section: Methodsmentioning

confidence: 99%

Listening to Nonbinary Chemistry Students: Nonacademic Roadblocks to Success

Chan

Stewart

2021

J. Chem. Educ.

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We conducted semistructured interviews to investigate the experience of two nonbinary students in an undergraduate chemistry program. Students described experiences with struggling with identity, hiding identity as a form of defense, discrimination by peers based on perceived gender, perceptions of unsympathetic instructors, and mental health struggles. They also identified the following factors that helped them succeed in their education: desire to learn, connecting with peers, and active support from mentors. Based on these findings, we recommend that instructors engage with topics outside of traditional course content, facilitate peer collaboration, acknowledge that there could be trans, nonbinary, and Two Spirit individuals in the classroom, and recognize that not all students are the same. Chemistry educators who implement these strategies will create a more respectful learning environment for trans, nonbinary, and Two Spirit students.

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“…The use of a story or narrative can increase engagement in a topic through humanization and by providing context for abstract concepts. − The story for the CCI workshop is based on a battery malfunction, providing the students with a topical, real-world problem to solve. It has been reported that lithium-ion batteries can fail due to variances in the concentration of electrolytes as well as due to the introduction of contaminants .…”

Section: Workhop Developmentmentioning

confidence: 99%

Current Chemistry Investigators (CCI): Development and Evaluation of a Scientist in a Classroom Electrochemistry Workshop

O’Donoghue,

Doménech,

McArdle

et al. 2023

J. Chem. Educ.

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Over the course of the COVID-19 pandemic, school students suffered from a reduction in opportunities to connect with higher education institutions, meet scientific role models in person, discuss scientific career options, and carry out hands-on practical laboratory activities. Current Chemistry Investigators (CCI) is a successful electrochemistry-based STEM career intervention program, developed and evaluated through a co-creation process with teachers and students. The goals of CCI are 2-fold: first, to provide school students with career advice through tangible scientific role models and, second, to provide real-world context for the fundamentals of electrochemistry through hands-on activities. Herein, the development of a novel electro-analytical workshop from concept through to delivery with over a thousand students having taken part to date is reported. Students are tasked with solving why a battery malfunctioned through quantitative and qualitative analyses of an electrolyte using conductivity meters. Student feedback is also gathered anonymously through the use of a classroom response system (also known as “clickers”). Together with feedback from teachers, a robust evaluation is presented to measure the impact of providing tangible scientific role models and the usefulness of the workshop.

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Case for Narrative Inquiry: Understanding the Experiences of Elena, A Historically Minoritized Graduate Student in Chemistry

Cited by 7 publications

References 48 publications

Capturing Habitus: Reflections on the Use of Narrative Inquiry to Explore Female Learner Identities in Chinese STEM Higher Education

Capturing Habitus: Reflections on the Use of Narrative Inquiry to Explore Female Learner Identities in Chinese STEM Higher Education

Listening to Nonbinary Chemistry Students: Nonacademic Roadblocks to Success

Current Chemistry Investigators (CCI): Development and Evaluation of a Scientist in a Classroom Electrochemistry Workshop

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