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    Gonsalves Et Al. 2021

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    Arjun deb
    This research brief summarizes a study that investigated the role of "science capital" in shaping university science students' identities and trajectories in science. The study found that: 1) Science students draw on experiences and resources over time, known as "science capital", to see themselves as science people. 2) Students' paths into university science were influenced by their accumulated science capital from families, schooling, and outreach experiences. 3) While all students saw themselves as science-oriented, their sustained engagement varied depending on the types of capital they brought and how useful it was in their new learning environments. 4) Simply having access to science resources is not enough; critical reflection on cultural expectations of

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    Gonsalves Et Al. 2021

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    Arjun deb
    39 views1 page
    This research brief summarizes a study that investigated the role of "science capital" in shaping university science students' identities and trajectories in science. The study found that: 1) Science students draw on experiences and resources over time, known as "science capital", to see themselves as science people. 2) Students' paths into university science were influenced by their accumulated science capital from families, schooling, and outreach experiences. 3) While all students saw themselves as science-oriented, their sustained engagement varied depending on the types of capital they brought and how useful it was in their new learning environments. 4) Simply having access to science resources is not enough; critical reflection on cultural expectations of

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    Gonsalves et al. 2021

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    This research brief summarizes a study that investigated the role of "science capital" in shaping university science students' identities and trajectories in science. The study found that: 1) Science students draw on experiences and resources over time, known as "science capital", to see themselves as science people. 2) Students' paths into university science were influenced by their accumulated science capital from families, schooling, and outreach experiences. 3) While all students saw themselves as science-oriented, their sustained engagement varied depending on the types of capital they brought and how useful it was in their new learning environments. 4) Simply having access to science resources is not enough; critical reflection on cultural expectations of

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    39 views1 page

    Gonsalves Et Al. 2021

    Uploaded by

    Arjun deb
    This research brief summarizes a study that investigated the role of "science capital" in shaping university science students' identities and trajectories in science. The study found that: 1) Science students draw on experiences and resources over time, known as "science capital", to see themselves as science people. 2) Students' paths into university science were influenced by their accumulated science capital from families, schooling, and outreach experiences. 3) While all students saw themselves as science-oriented, their sustained engagement varied depending on the types of capital they brought and how useful it was in their new learning environments. 4) Simply having access to science resources is not enough; critical reflection on cultural expectations of

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    JRST

    Research Brief
    Teaching
    Journal of Research in Science Teaching

    VOL. 58 , NO. 8 , PP. 1117 -1151 (2021)


    VOL. #, NO. #, PP. ### – ### (Year)
    “Anybody can do science if they’re brave enough”: Understanding the role of science capital
    in science majors’ identity trajectories into and through post-secondary science
    Allison Gonsalves, Alexandre Cavalcante, Emily Sprowls, & Hailey Iacono

    Tweet. How are identity trajectories into and through university science and science outreach shaped by
    science capital?

    AUDIENCE. Formal post-secondary educators, Informal educators, Science outreach

    KEY POINTS
    Science experiences and resources, or science capital, make science more or less ‘thinkable’ for university
    students.
    Science capital accumulates over time across science identity trajectories as students navigate through
    science resources and experiences (e.g. families, science outreach).
    Science students’ trajectories into post-secondary science are characterized as expected, persistent or taking
    new directions.
    Access to resources that contribute to students’ accumulation of science capital is not sufficient for sustained
    engagement in science.
    Engaging students in science outreach that includes a critical awareness of their own science capital can
    benefit students.
    INTRODUCTION. This research investigates the in post-secondary contexts. We found that accumulated
    experiences and resources that make science thinkable science capital appeared to play a role in constructing
    for undergraduate science majors as they engage in the idea a participant articulated that “anybody can do
    post-secondary science contexts. We regard these science if they are brave enough to take that path.” This
    experiences and resources as contributing to science idea was not universally experienced by all participants.
    majors’ science capital (Archer et al., 2015), and we The data suggest that although the science majors all
    suggest that science capital accumulates over time entered post-secondary contexts with sufficient capital-
    across identity trajectories. Using a multiple case study forming experiences to see themselves as science
    approach, we characterize seven undergraduate science people, the transition into science was experienced
    majors’ identity trajectories that they narrate through their differently across participants depending on the forms of
    stories of experiences with science in school, out of science capital they arrived with, and whether they
    school and into post-secondary education. Participants carried use or exchange value in the new learning
    in this study were engaged in science outreach, and we environment.
    collected questionnaire, video diary and interview data
    related to their science experiences and outreach TAKEWAYS. This study contributes to our
    experiences. Thematic analysis focused on episodes understanding of how science capital operates along
    where science majors identified resources that facilitated identity trajectories into post-secondary science and
    moments where they felt more, or less like a science demonstrates that simply having access to resources
    person (Carlone & Johnson, 2007). that contribute to students’ accumulation of science
    capital is not sufficient for sustained engagement in
    FINDINGS . We found that science majors draw on science. We argue that a science capital approach to
    conflicting narratives to make sense of their selves as teaching in formal and informal contexts, such as
    science people. Science majors narrated science as a outreach, will benefit students if it includes a critical
    natural choice for them, but also that success in science awareness of the cultural expectations of science as
    required hard work, suggesting that they earned their difficult and requiring hard work but also ‘natural ability’
    positions in science through hard work and dedication. and works to deconstruct its elite status.
    Our findings demonstrate a tension between the “natural
    choice” and “science takes hard work” narratives that Carlone & Johnson. (2007). JRST, 44, 1187-1218.
    construct the doxa (the accepted “way things are”) of an
    ideal scientist as someone who is naturally inclined Archer, Dawson, DeWitt, Seakins & Wong. (2015). JRST,
    towards science yet also hard-working, which does not
    52, 922-948
    account for accumulated capital or its exchange and use

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