Same school, separate worlds: A sociocultural study of identity, resistance, and negotiation in a rural, lower track science classroom

Abstract

This ethnographic study examined how rural, lower track, underrepresented students made sense of their place in school and what role school science played in their cultural reproduction. The objectives of the study were to identify key components of science classroom discourse, analyze means of negotiating these components, and explicate participants' beliefs and roles in defining microcultural identities specific to rural, underrepresented school contexts. Eight students and their teacher participated in this study, which drew heavily upon teacher and student revoicing of common events. Results showed that the quality of science instruction was subverted through a process of negotiation between students and teachers in the context of low expectations and the school culture. Implications for research and practice are discussed. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 574–598, 2001

“It isn't no slang that can be said about this stuff”: Language, identity, and appropriating science discourse

“…These studies suggest that minority students' underachievement is a product of linguistic differences (Lee & Fradd, 1998), gender and ethnic identity conflict (Brickhouse, 1994;Gilbert & Yerrick, 2001), and the inappropriateness of curriculum. Although there is a developing consensus regarding the need to add depth to discussions of language, identity, and science learning, the range of noteworthy issues identified in these studies highlight the complexity of attempting to provide equitable science learning environments.…”

“…Researchers have begun to explore how student identity affects science learning (Brown, 2004;Gilbert & Yerrick, 2001; Lee & Fradd, 1998). These studies suggest that minority students' underachievement is a product of linguistic differences (Lee & Fradd, 1998), gender and ethnic identity conflict (Brickhouse, 1994;Gilbert & Yerrick, 2001), and the inappropriateness of curriculum.…”

“…A thorough understanding of these issues requires analysis of the social and political processes through which cultural disparities for minority and other marginalized learners are constructed. Gilbert and Yerrick (2001) offered insight into how these disparities arise in their examination of how cultural reproduction influences assimilation into science classrooms. They claimed that school socialization reflects students' understanding of their position in the larger society.…”

One foot on the dock and one foot on the boat: Differences among preservice science teachers' interpretations of field‐based science methods in culturally diverse contexts

“…The first phase of the project was exploratory by nature as we sought to explicate the struggles and needs of the lower track high school students that the preservice teachers of this study would be required to teach. In the first year we conducted focus groups, teacher interviews, and field observations to determine the culture of the lower track classroom context and the beliefs of students who carved out their identities within them (Gilbert & Yerrick, 2001). Teachers, counselors, department heads, administrators, and even students described the earth science class as the "lowest" (their descriptor) science course populated by students who had failed at least one science class, threatening their graduation.…”

“…PSTs assumed all students should be high functioning, so if the lower track students were unable to accomplish the tasks of their instructor (e.g., small group work), PSTs accused them of delinquent attitudes disparaged their abilities. At this school, many of the earth science students had come to understand that teachers did not expect them to learn (Gilbert & Yerrick, 2001). When reproducers encountered the attitudes and comments frequently associated with alienated students, they blamed the students for not believing that school work was an important venue for self-improvement.…”