Despite valuable syntheses of the field of gender and science education, there has not been a systematic, comprehensive review of the literature on gender and science education in recent years. We examine the literature pertaining to girls' engagement in science and develop four themes (equity and access, curriculum and pedagogy, the nature and culture of science, and identity) that we believe provide a coherent picture of the different kinds of approaches happening currently, while at the same time allowing for discussion of how ideas in the field have progressed and changed over time. We present new questions and approaches for further research that arise when applying insights from these themes to ongoing work in gender and science education. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 971–1002, 2008

Using multiple theoretical frameworks, reflective writings and interviews, this study explores preservice elementary teachers' emerging identities as science teachers and how this identity is connected to notions of critical agency and a stance toward social justice. The study addresses two central questions pertaining to preservice teachers' conceptions as "agents of change" and how their perceptions as change agents frame their science teacher identities and understanding of teaching science in urban elementary classrooms. Their identity in the moment as elementary preservice teachers-not yet teachers-influences how they view themselves as teachers and how much agency or power they feel they have as agents of change in science classrooms. Findings suggest that science teacher education must play a more immediate, fundamental and emancipatory role in preparing preservice teachers in developing science teacher identities and a stance toward social justice.

The aim of this study was to understand the positional identity of three African American secondary science teachers. Positional identity was operationally defined in terms of race, ethnicity, economic status, gender, religion, and age. Positional identity was posited to inform why diverse teachers with differing knowledge and experiences in science exist. An analysis of the findings suggested that the teachers' positional identity was defined beyond race, ethnicity and gender. Although the three science teachers came from very similar social backgrounds and were members of the same racial/ethnic group (African American), their positionality manifested itself in different ways: meanings of their life experiences; orientations to professional development; and future career goals in science education. Thus they possessed multiple positional identities that intersected in various ways which resulted in them having different perceptions of the world and subjectivities as science teachers. Implications included addressing positional identity and the creation of professional development models that are framed around incorporating teacher identity in addition to furthering teachers' personal and professional advancement within science education. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 684–710, 2008

No abstract