Science-Literate Identities among ENLACE Students

Autor/in	Oemig, Paulo A.
Titel	Science-Literate Identities among ENLACE Students
Quelle	In: Journal of Latinos and Education, 22 (2023) 4, S.1582-1596 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2021.2013228
Schlagwörter	High School Students; Hispanic American Students; Hispanic Americans; Latin Americans; Scientific Literacy; Self Concept; Learner Engagement; Student Attitudes; Graduation Rate; College Preparation; College Readiness; Science Instruction; Classroom Environment; Program Effectiveness + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Latin America; People; Lateinamerika; Bevölkerung; Volk; Selbstkonzept; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klassenklima; Unterrichtsklima
Abstract	The culture of a science classroom favors a particular speech community. Thus membership requires students to become bilingual and bicultural at the same time. The complexity of learning science rests in that it not only possesses a unique lexicon and discourse, but it ultimately entails a particular way of knowing. This study examines the academic engagement and perceptions of a group of high school students (N = 30) regarding their science-literate practices. These students were participating in an Engaging Latino Communities for Education (ENLACE) program whose purpose is to increase Latino high school graduation rates and assist them with college entrance requirements. At the time of the study, 19 students were enrolled in different science classes to fulfill the science requirements for graduation. The primary research question: What kind of science classroom learning environment supports science-literate identities for Latino/a students? was addressed through a "convergent parallel mixed research design." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01