Integrative Supports, Resources, and Opportunities--Exploring and Expanding Urban High School Students' Science Identity: A Longitudinal Qualitative Study

Autor/inn/en	Rocha, Janet; Cabral, Brian; Chen, Erin; Rodriguez, Carlos; Yancy, Clyde W.
Titel	Integrative Supports, Resources, and Opportunities--Exploring and Expanding Urban High School Students' Science Identity: A Longitudinal Qualitative Study
Quelle	In: Gifted Child Quarterly, 67 (2023) 1, S.44-63 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rocha, Janet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/00169862221119209
Schlagwörter	Urban Schools; High School Students; Science Achievement; Mathematics Achievement; After School Programs; Self Concept; Medicine; Academic Achievement; Self Efficacy; Inclusion; Equal Education; Gifted Education; Minority Group Students; STEM Education; Social Justice; Student Interests; Student Motivation; Advanced Placement + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Selbstkonzept; Medizin; Schulleistung; Self-efficacy; Selbstwirksamkeit; Inklusion; STEM; Soziale Gerechtigkeit; Studieninteresse; Schulische Motivation
Abstract	Using a case study approach, we explored the science and math classroom experiences of urban high school students. Our purposeful sample included 11 high-achieving students (mostly minoritized students) who graduated from the same school and participated in an out-of-school science and medicine/health program. Using 35 semistructured interviews collected over 3 years, we focused on understanding the multiple contextual factors that contributed to the restructuring of students' science experiences and reshaping of their science identity formation during high school. We expanded on Carlone and Johnson's (2007) science identity model to propose an updated model for understanding students' experiences within science, technology, engineering, mathematics, and medicine/health contexts. Our findings suggested that an integration of supports, resources, and opportunities lies at the core of what influences students' science identities, which they revealed are inclusive of their science interest/passion, knowledge, participation, and achievements. Our study's contribution is a unique perspective of the cultivation and sustainability of students' science identities at the secondary level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01