We explored ways in which racial, academic, and science identities intermingle in contested classroom and school spaces where students’ personal histories meet institutional histories. Building on identity studies in science education, we aimed at developing nuanced understandings of Black youth’s negotiation among these three identities, which takes place in moment-to-moment interactions and as a personal narrative over time. The study answers the question: What constructs related to identity construction, and in what ways, are salient for Black youth in negotiating who they are and are becoming as Black people in science classrooms where their Black racial identities are affirmed and used as a resource for learning? Using a case study design focusing on one student, Serena, and multiple data sources, we paid attention to the space-time relationships that were part of Serena’s becoming in her science class. Four dimensions emerged as important in the configuration of Serena’s identities—competence, commitment, choice, and emotions. Serena’s performances and narrations related to each of these four dimensions were not only interrelated with those of the other dimensions, but were also inseparable from the various roles and positionings that Serena was performing and imagining for herself in the context of her science class and her science engagement and learning. The findings highlight the complex ways in which cognitive, social, and affective aspects of experience inform and shape students’ identities as they negotiate ways of being, thinking, performing, and interacting in contentious spaces where meanings of being Black, a good student, a scientist evolve over time shaped by the interaction among these three meanings and the students’ collective and individual experiences. The study’s implications include being explicit and purposeful in designing and enacting teaching that offers students multiple opportunities for dynamic identity laminations that could support their science learning, defined as construction of both knowledge and identity.

中文翻译：

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身份混合：一名中学科学课的黑人学生

我们探索了种族，学术和科学身份在有争议的教室和学校空间中融合在一起的方式，在这些空间中，学生的个人历史与机构历史相遇。在科学教育中的身份研究的基础上，我们旨在发展对黑人青年在这三种身份之间的谈判的细微理解，这种了解发生在时刻的互动中，并随着时间的流逝而成为个人叙事。该研究回答了以下问题：与身份建构有关的构想，以及以何种方式，对于黑人青年来说是很重要的，他们在科学教室中确定自己的身份并用作黑人的科学教室中的黑人，并正在成为黑人。学习？使用针对一名学生，Serena和多个数据源的案例研究设计，我们关注与Serena成为科学班的一部分的时空关系。在Serena的身份配置中，四个维度显得尤为重要：能力，承诺，选择和情感。Serena与这四个维度有关的表演和叙述不仅与其他维度相互关联，而且与Serena在她的科学课和科学背景下为自己表演和想象的各种角色和定位密不可分。参与和学习。研究结果突显了体验的认知，社会和情感方面会以多种复杂的方式告知和塑造学生的身份，因为他们在有争议的空间中协商存在，思考，表演和互动的方式，在这些空间中，黑人，好学生，科学家随着这三种含义之间的相互作用以及学生的集体和个人经历而随着时间的流逝而发展。该研究的含义包括在设计和制定教学中明确而有目的地，为学生提供多种机会进行动态身份认证，以支持他们的科学学习，即知识和身份的建构。