Journal article
How do Students' Science, Social, and Personal Identities Influence their Experiences in Undergraduate Field Biology Courses?
CBE life sciences education, v 23(4), 59
01 Dec 2024
PMID: 39495617
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Field biology courses can be formative learning experiences that develop students' science identities. Yet, they can also pose challenges to students that may disaffirm their science identities-especially to those who identify with underrepresented, excluded, and minoritized groups. It is largely unknown how students' social (e.g., gender) and personal (e.g., where they grew up) identities intersect with their science identities in field biology courses. Therefore, we used the Expanded Model of Science Identity to determine: 1) the factors that influence students' science, social, and personal identities; and 2) whether and how these identities intersect in field biology courses. Using a card sorting task during semistructured interviews, we found variation in science identities with which students identified, mediated by social factors (e.g., social comparison). These social factors influenced how students' social and personal identities intersected with their science identities. Intersections between students' social and science identities were also facilitated by structural factors (e.g., privilege, lack of representation) that perpetuate inequities in field biology. Based on our findings, we offer suggestions to support welcoming, equitable, and inclusive field biology education that nurtures the science identities of all students.
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Details
- Title
- How do Students' Science, Social, and Personal Identities Influence their Experiences in Undergraduate Field Biology Courses?
- Creators
- David Esparza - Cornell UniversityLaura Reilly-Sanchez - Cornell UniversityMichelle Smith - Cornell University
- Publication Details
- CBE life sciences education, v 23(4), 59
- Publisher
- American Society for Cell Biology
- Number of pages
- 20
- Grant note
- Cornell Department of Ecology and Evolutionary Biology Graduate Student Research Fund
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Physics
- Web of Science ID
- WOS:001353505200001
- Scopus ID
- 2-s2.0-85208516453
- Other Identifier
- 991022174776304721
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- Web of Science research areas
- Education, Scientific Disciplines