Conceptualizing Identity in Science Education Research: Theoretical and Methodological Issues

Pozzer, Lilian Leivas; Jackson, Phoebe

doi:10.1007/978-94-007-4240-6_11

Cited by 19 publications

(15 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The concept of identity has emerged as an important research tool, particularly for understanding issues related to diversity in science education research (Pozzer & Jackson, 2015).…”

Section: Using Computing Identity Development As An Analytic Lensmentioning

confidence: 99%

“…Though the concept of identity has gained prevalence, scholars employ varied conceptualizations of the term, such that identity may be individually possessed or constructed and negotiated through interactions (Pozzer & Jackson, 2015). As Pozzer & Jackson (2015) describe, when thought of as something that can be possessed, computing identity, like other forms of identity, is more stable and constant than that which is constructed and negotiated.…”

Section: Using Computing Identity Development As An Analytic Lensmentioning

confidence: 99%

“…One's sense of identity is constantly within the process of being renegotiated and reformed through interactions with others (Goldston and Kyzer 2009;Holland & Lave, 2001). An individual continuously evaluates interactions which cause them to identify or counter-identify with certain groups or individuals based on how they are seen or accepted (Pozzer & Jackson, 2015). In this way, identity development is both a communicational practice and the product of collective storytelling (Gee, 2001;Gonzalez, 1999;Hall & du Guy, 1996;Sfard & Prusak, 2005).…”

Section: Identity Negotiation Establishes Role Expectations and Accepmentioning

confidence: 99%

“…Through taking an intersectional approach, identity theory could assist stakeholders in questioning the culture of computing and recognizing who is marginalized by that culture (Carlone & Johnson, 2007, Jackson & Pozzer, 2015. For this reason, theory must consider both the individual-level identity experiences of women and URMs in computing and the larger systems of inequalities (Collins, 2008;Crenshaw, 1991).Through questioning the culture of computing, identity theory moves beyond understanding how identities are developed to critiquing and improving the often problematic cultural environment in which those identities are formed and continuously reified (Jackson & Pozzer, 2015). Addressing this problematic cultural environment would push towards deconstructing larger systems of inequality by acknowledging issues such as racism, sexism, and classism as structural barriers to success.…”

Section: Further Research and Theory-making Which Addresses Computingmentioning

confidence: 99%

See 3 more Smart Citations

Developing the next generation of diverse computer scientists: the need for enhanced, intersectional computing identity theory

Rodriguez

Lehman

2017

Computer Science Education

100

View full text Add to dashboard Cite

This theoretical paper explores the need for enhanced, intersectional computing identity theory for the purpose of developing a diverse group of computer scientists for the future. Greater theoretical understanding of the identity formation process specifically for computing is needed in order to understand how students come to understand themselves as computer scientists. To ensure that the next generation of computer scientists is diverse, this paper presents a case for examining identity development intersectionally, understanding the ways in which women and underrepresented students may have difficulty identifying as computer scientists and be systematically oppressed in their pursuit of computer science careers. Through a review of the available scholarship, this paper suggests that creating greater theoretical understanding of the computing identity development process will inform the way in which educational stakeholders consider computer science practices and policies. AbstractThis theoretical paper explores the need for enhanced, intersectional computing identity theory for the purpose of developing a diverse group of computer scientists for the future.Greater theoretical understanding of the identity formation process specifically for computing is needed in order to understand how students come to understand themselves as computer scientists. To ensure that the next generation of computer scientists is diverse, this paper presents a case for examining identity development intersectionally, understanding the ways in which women and underrepresented students may have difficulty identifying as computer scientists and be systematically oppressed in their pursuit of computer science careers. Through a review of the available scholarship, this paper suggests that creating greater theoretical understanding of the computing identity development process will inform the way in which educational stakeholders consider computer science practices and policies.

show abstract

“…The concept of identity has emerged as an important research tool, particularly for understanding issues related to diversity in science education research (Pozzer & Jackson, 2015).…”

Section: Using Computing Identity Development As An Analytic Lensmentioning

confidence: 99%

Section: Using Computing Identity Development As An Analytic Lensmentioning

confidence: 99%

Section: Identity Negotiation Establishes Role Expectations and Accepmentioning

confidence: 99%

Section: Further Research and Theory-making Which Addresses Computingmentioning

confidence: 99%

See 2 more Smart Citations

Developing the next generation of diverse computer scientists: the need for enhanced, intersectional computing identity theory

Rodriguez

Lehman

2017

Computer Science Education

100

View full text Add to dashboard Cite

show abstract

“…Research about social norms, identities, and gender in physics has used a variety of theoretical frameworks and methodological approaches. Most studies discussed in the previous sections draw from a social constructionist perspective, where identity is seen as co-constructed in the interaction of social actors and generally not as a characteristic possessed and retained by individuals (Pozzer and Jackson 2015). In this article, I follow this tradition and use a poststructuralist account of social construction, where identities are viewed as constituted in discourse.…”

Section: Positions Negotiated In Discourse-theory and Terminologymentioning

confidence: 99%

Negotiating Intelligence, Nerdiness, and Status in Physics Master’s studies

Johansson

2018

Res Sci Educ

View full text Add to dashboard Cite

Motivated by widespread concerns for representation and equity in physics education, this study investigates negotiations of identity positions of master's students in physics. The goal is to explore how sociocultural features of physics can structure the possibilities for becoming a physicist. Interviews with international master's students in physics were analyzed focusing on perceived norms about physics and how students responded to and negotiated these in crafting a position as competent physicists-to-be. The results show how physics master's students from varying backgrounds have to negotiate stereotypes of intelligence and nerdiness, as well as an implicit ranking of physics specializations. The stereotype that physicists are intelligent and nerdy is further complicated in physics studies, as some specializations-the more pure and theoretical-are viewed as more intellectually demanding and are in this way accorded a higher status. Students on these specializations are simultaneously seen as more intelligent and more nerdy, while a perception that students who choose other subjects do this just because they are not good enough to do theoretical physics is perpetuated. These notions become significant in relation to western society's high regard of authentic intelligence and idolization of geniuses, ideas that can serve as powerful ideals in physics. This study gives novel insight about how well-known norms and stereotypes about physics come to matter in physics master's students' negotiations to become recognized as competent physicists.

show abstract

Participation and Learner Trajectories in Computing Education

Peters

2019

Contributions From Science Education Research

View full text Add to dashboard Cite

Conceptualizing Identity in Science Education Research: Theoretical and Methodological Issues

Cited by 19 publications

References 16 publications

Developing the next generation of diverse computer scientists: the need for enhanced, intersectional computing identity theory

Developing the next generation of diverse computer scientists: the need for enhanced, intersectional computing identity theory

Negotiating Intelligence, Nerdiness, and Status in Physics Master’s studies

Participation and Learner Trajectories in Computing Education

Contact Info

Product

Resources

About