Becoming science learners: A study of newcomers’ identity work in elementary school science

Abstract

This study investigates how two newcomer students, Elena and Martin, identified with and in science within the context of a classroom utilizing a reform-based science curriculum where instruction occurred only in English. Using ethnographic case study methods, we drew from anthropological theories on identity development and sociocultural perspectives on language development to argue that as English language proficiency mediated the newcomers' access to academic content, the viability of the newcomers' authored sciencerelated identities in practice were contingent on the dynamics generated within their small groups. We conceptualized the small groups as microfigured worlds and show how these spaces, in particular the kinds of patterned activities and practices that emerged in relation to the use of language brokering and/or code switching, mediated the kinds of identities in practices that the newcomers were able to author. We end the article by interpreting our results in relation to how Ms. Hall, the teacher, structured her classroom and discuss the relevance of race/ethnicity and gender. We conclude with suggestions about how focusing on group, or peer networks, might inform both theory and practice around how newcomers, and emergent bilinguals more broadly, engage in science.

Identity negotiation within peer groups during an informal engineering education program: The central role of leadership‐oriented youth

“…Given the importance and complexity of these experiences, researchers over the past several decades have increasingly focused on the ways that interactions with peers in collaborative learning contexts afford and constrain the identity negotiation of youth and, ultimately, long‐term identity pathways (e.g., Gamez & Parker, ; Kane, ). However, almost all of this work to date has been conducted in classrooms, and there has been almost no research specific to engineering.…”

“…These interactions involve complex, ever‐evolving social dynamics characterized by ongoing decision‐making and disagreement resolution; the contribution and recognition of ideas; and the negotiation of authority, roles, expertise, and group norms (Cekaite & Björk‐Willén, ; Gamez & Parker, ; Heyd‐Metzuyanim & Sfard, ; Jordan & McDaniel, ; Verma, Puvirajah, & Webb, ). A variety of factors have been shown to influence the social dynamics within peer groups, including friendship (Strough, Swenson, & Cheng, ; Takeuchi, ), social status (Ellis, Dumas, Mahdy, & Wolfe, ; Spataro, Pettit, Sauer, & Lount, ), perceived expertise or achievement level (Ryu, ; Yun & Kim, ), child age (Leman, ), language ability and linguistic resources (Gamez & Parker, ; Takeuchi, ), and group norms (Hegedus, Carlone, & Carter, ; Yun & Kim, ). These interactions become particularly complex as children enter adolescence, when social dynamics and approaches to collaboration become more sophisticated (Leman, ).…”

“…Recently, several researchers have attempted to apply these understandings of peer group dynamics to the study of youth identity negotiation. It is broadly recognized that students and youth construct and negotiate their identities through ongoing interactions with peers and adults, and that peers and teachers play important roles in how they position or recognize the identities of others (Carlone & Johnson, ; Gamez & Parker, ; Kane, , ; Tan & Calabrese Barton, ; Tan et al., ; Varelas, Martin, & Kane, ). Collaborative peer group activities provide a unique context for identity negotiation because of the complex social dynamics among peers and the lack of teacher facilitation (Gamez & Parker, ; Varelas, Tucker‐Raymond, & Richards, ).…”

“…It is broadly recognized that students and youth construct and negotiate their identities through ongoing interactions with peers and adults, and that peers and teachers play important roles in how they position or recognize the identities of others (Carlone & Johnson, ; Gamez & Parker, ; Kane, , ; Tan & Calabrese Barton, ; Tan et al., ; Varelas, Martin, & Kane, ). Collaborative peer group activities provide a unique context for identity negotiation because of the complex social dynamics among peers and the lack of teacher facilitation (Gamez & Parker, ; Varelas, Tucker‐Raymond, & Richards, ). In many studies, however, understanding the mechanisms of peer influences on identity negotiation has not been the primary focus or has been analyzed secondhand through narrated identity accounts (e.g., Kane, ; Ryu, ; Tan et al., ; Varelas et al., , ).…”

“…In many studies, however, understanding the mechanisms of peer influences on identity negotiation has not been the primary focus or has been analyzed secondhand through narrated identity accounts (e.g., Kane, ; Ryu, ; Tan et al., ; Varelas et al., , ). As Gamez and Parker () noted, “science education research focused on identity formation and the role it plays in explaining how and why students engage in science to varying degrees has placed less emphasis on understanding how student–student interactions within small groups shape students’ potential science identities” (p. 3).…”