Personal and Social Interactions Between Young Girls and Scientists: Examining Critical Aspects for Identity Construction

Farland-Smith, Donna

doi:10.1007/s10972-011-9259-7

Cited by 27 publications

(13 citation statements)

References 16 publications

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“…By examining in detail how peers socially interact during a science camp, our study both supports and extends previous studies on identity outcomes that result from science camp programs (Bhattacharyya et al, 2011;Farland-Smith, 2009;Frost & Wiest, 2007;Wheaton & Ash, 2008). Prior research studies in this area have pointed to specific identity-related outcomes for youth participating in science camp programs such as attitudes toward science (Bhattacharyya et al, 2011;Farland-Smith, 2009), career aspirations (Bhattacharyya et al, 2011;Farland-Smith, 2012), confidence (Frost & Wiest, 2007), and views of science and scientists (FarlandSmith, 2009;Wheaton & Ash, 2008). While our study also highlighted identity-related outcomes of a science camp program, it adds essential insight into a possible mechanism of identity development.…”

Section: Conclusion and Theoretical Implicationssupporting

confidence: 80%

An investigation of the role of learning conversations in youth’s authoring of science identities during an informal science camp

Riedinger¹,

McGinnis

2016

International Journal of Science Education, Part B

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In this investigation, we examined how youth during learning conversations at an informal science education camp negotiated and authored identities as learners of science. Using identity theory as our analytical lens, we investigated by application of qualitative methodology the socially constructed nature of youth's identities. We focused on the ways in which learning conversations at the science camp prompted changes in learners' identity as they engaged in science. Data collection included videotaped observations, field notes, interviews, and journal entries. Interaction analysis and constant comparison were used to develop analytic lenses. The results of our study highlighted the unique affordances of informal science education settings for supporting youth's identity work in science. In particular, we describe how youth negotiated and authored identities as learners of science through positioning, discourse, and performance. Our study contributed essential insights drawn from empirical data on how youth in an informal science education experience-a science camp-socially negotiated their identities during learning conversations. ARTICLE HISTORY

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Section: Conclusion and Theoretical Implicationssupporting

confidence: 80%

An investigation of the role of learning conversations in youth’s authoring of science identities during an informal science camp

Riedinger¹,

McGinnis

2016

International Journal of Science Education, Part B

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“…While such a description does not specifically involve gender, it nevertheless has gendered implications, as these values and traits are more consistent with a traditional masculine identity. Research finds that because of a lack of accurate information, females often view STEM occupations in this traditional and quite stereotypic perspective and, consequently, are less likely to aspire or persist to subsequent occupations (Barton, Tan, & Rivet, 2008; Brickhouse & Potter, 2001; Buck, Clark, Leslie-Pelecky, Lu, & Cerda-Lizarraga, 2008; Farland-Smith, 2012; Winn et al, 2011). Regarding engineering in particular, Reyer (2007) found that among high school students involved in an university outreach program, girls had inaccurate perceptions of engineering occupations, for example, as requiring genius levels of expertise.…”

Section: Introductionmentioning

confidence: 99%

Examining Gender Inequality In A High School Engineering Course

Riegle‐Crumb

Moore

2013

AJEE

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This paper examines gender inequality within the context of an upper-level high school engineering course recently offered in Texas. Data was collected from six high schools that serve students from a variety of backgrounds. Among the almost two hundred students who enrolled in this challenge-based engineering course, females constituted a clear minority, comprising only a total of 14% of students. Quantitative analyses of surveys administered at the beginning of the school year (Fall 2011) revealed statistically significant gender gaps in personal attitudes towards engineering and perceptions of engineering climate. Specifically, we found that compared to males, females reported lower interest in and intrinsic value for engineering, and expressed less confidence in their engineering skills. Additionally, female students felt that the classroom was less inclusive and viewed engineering occupations as less progressive. Gender disparities on all of these measures did not significantly decrease by the end of the school year (Spring 2012). Findings suggest that efforts to increase the representation of women in the engineering pipeline via increasing exposure in secondary education must contend not only with obstacles to recruiting high school girls into engineering courses, but must also work to remedy gender differences in engineering attitudes within the classroom.

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“…From the above, one could reasonably conclude that individuals who hold negative perceptions of science or scientists may be unlikely to pursue science courses or select science as a career. One way to address these issues is through the use of science trade books and picture books in instruction (Farland, ; Farland‐Smith, ).…”

mentioning

confidence: 99%

“…O'Brien, Kopala, and Martinez-Pons (1999) linked selfefficacy to the probability of an individual choosing a career in that field. It also has implications regarding the formation of science identity in children, as noted in the work reported by Farland-Smith (2012). Science identity includes one's perception that he/she can be a successful investigator in science contexts and is viewed by others as being competent in science (Brickhouse & Potter, 2001;Carlone, 1994;Farland-Smith, 2012).…”

mentioning

confidence: 99%

How Picture Books on the National Science Teacher's Association Recommend List Portray Scientists

Farland-Smith

Finson

Arquette

2017

School Sci & Mathematics

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This study utilized the Draw‐A‐Scientist Test Checklist (DAST‐C) to assess the illustrations of scientists in the most recent three years of NSTA Recommends book lists. A total of 15,778 images were contained in the 148 books from those lists, of which 1,676 were of scientists. ANOVA procedures revealed no significant differences in stereotypical elements across the three years of books. However, three notable stereotypical elements were present in large percentages in books from all years: predominance of male images, non‐minority scientists, and scientists who were not youthful.

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Personal and Social Interactions Between Young Girls and Scientists: Examining Critical Aspects for Identity Construction

Cited by 27 publications

References 16 publications

An investigation of the role of learning conversations in youth’s authoring of science identities during an informal science camp

An investigation of the role of learning conversations in youth’s authoring of science identities during an informal science camp

Examining Gender Inequality In A High School Engineering Course

How Picture Books on the National Science Teacher's Association Recommend List Portray Scientists

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