Integrative Supports, Resources, and Opportunities—Exploring and Expanding Urban High School Students’ Science Identity: A Longitudinal Qualitative Study

• Janet Rocha ^[3] ; Brian Cabral ^[1] ; Erin Chen ^[4] ; Carlos Rodriguez ^[2] ; Clyde W. Yancy ^[3]
  1. [1] Stanford University

     Stanford University

     Estados Unidos

     
  2. [2] Illinois Institute of Technology

     Illinois Institute of Technology

     City of Chicago, Estados Unidos

     
  3. [3] Northwestern Feinberg School of Medicine
  4. [4] University of Wisconsin

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• Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 67, Nº 1, 2023, págs. 44-63
• Idioma: inglés
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• Resumen

  • Using a case study approach, we explored the science and math classroom experiences of urban high school students. Our purposeful sample included 11 high-achieving students (mostly minoritized students) who graduated from the same school and participated in an out-of-school science and medicine/health program. Using 35 semistructured interviews collected over 3 years, we focused on understanding the multiple contextual factors that contributed to the restructuring of students’ science experiences and reshaping of their science identity formation during high school. We expanded on Carlone and Johnson’s (2007) science identity model to propose an updated model for understanding students’ experiences within science, technology, engineering, mathematics, and medicine/health contexts. Our findings suggested that an integration of supports, resources, and opportunities lies at the core of what influences students’ science identities, which they revealed are inclusive of their science interest/passion, knowledge, participation, and achievements. Our study’s contribution is a unique perspective of the cultivation and sustainability of students’ science identities at the secondary level.