‘Unthinkable’ Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth

Abstract

Abstract:The historical under-representation of diverse youth in environmental science education is inextricably connected to access and identity-related issues. Many diverse youth with limited previous experience to the outdoors as a source for learning and/or leisure may consider environmental science as 'unthinkable'. This is an ethnographic study of 16 diverse high school youths' participation, none of who initially fashioned themselves as 'outdoorsy' or 'animal people', in a four-week summer enrichment program focused on herpetology (study of reptiles and amphibians). To function as 'good' participants, youth acted in ways that placed them well outside their comfort zones, which we labeled as identity boundary work. Results highlight the following cultural tools, norms, and practices that enabled youths' identity boundary work: (1) boundary objects (tools regularly used in the program that facilitated youths' engagement with animals and nature and helped them work through fear or discomfort); (2) time and space (responsive, to enable adaptation to new environments, organisms, and scientific field techniques); (3) social support and collective agency; and (4) scientific and anecdotal knowledge and skills. Findings suggest challenges to commonly held beliefs about equitable pedagogy, which assumes that scientific practices must be thinkable and/or relevant before youth engage meaningfully. Further, findings illustrate the ways that fear, in small doses and handled with empathy, may become a resource for youths' connections to animals, nature, and science. Finally, we propose that youths' situated identity boundary work in the program may have the potential to spark more sustained identity work, given additional experiences and support.

Highlighting the wider relevance of science centre evaluations: a reflection on the evaluation of a physics engagement programme

“…Clearly, hand-on programmes with practising scientists can play a key role in showcasing the real-world nature of scientific careers to broad audiences. These findings echo findings elsewhere in the literature [Van Eijck, 2007;Carlone et al, 2015] that point to the importance of engagement with 'real' phenomena, artifacts and scientific practitioners for supporting science learning and developing aspirations to pursue science-related careers.…”

The Case for Natural History

“…Furthermore, it advocates the need to equip learners with the skills to act for both the social and the ecological places in which they live (Gruenewald, 2003). A study illustrating the intersection between community well-being and knowledge of one's environment is provided by Carlone et al (2015). In this study, the authors followed 16 high school students from diverse backgrounds as they participated in a four-week summer enrichment programme focussed on herpetology -the study of reptiles and amphibians.…”

“…In this way, we argue that engagement in the natural history can provide the foundation for scientific skills more broadly, and, particularly when conducted outside, enhance student motivation for science. In turn, an increase in confidence and in motivation can support the development of a science identity in students, which is key to their continued participation (Aschbacher et al, 2014;Carlone et al, 2015).…”

Field Ecology: A Modest, but Imaginable, Contestation of Neoliberal Science Education

“…The HRE group, in its 4th year at the time of this study, enacted cultural norms and practices that allowed it to function as a community of practice , promoted broader views of competence and smartness than is the case for prototypical school science (Carlone et al, 2016), and enabled youths to work outside of their comfort zones-what we explain as "identity boundary work" (Carlone, Huffling et al, 2015). These norms and practices included (a) the use of boundary objects, (b) responsive time and space to enable youths to adapt to new experiences, (c) social support and collective agency, and (d) access to and practice with scientific and anecdotal knowledge coupled with practical animal-handling skills to minimize fear.…”

“…Youths valued the HRE experience because of newly acquired knowledge and skills, but they also highlighted how they had changed, the value of experiencing something new, their bravery, and "helping others" were essential aspects of the HRE (Carlone, Huffling et al, 2015). We wondered whether, and in what ways, participants would discuss the HRE practices as unified.…”