We explored how arts‐based practices, specifically what we define as ethnodance informs the study of science identity. We present a theoretical argument supported by an empirical illustration of how ethnodance offers Black youth with dance identities a medium to narrate evolving science identities, communicating meanings, interactions, and emotions, and to construct identities further as reified artifacts of participating in science classroom communities. The theoretical argument frames dance as an embodied narrative, identity construction as an ongoing process with interactional and affective commitments, and Black Dances as venues of Black bodies’ expressivity of the brilliance, competence, and creativity of Black people. The empirical illustration focuses on Black students in an urban high school choreographing a dance performance to capture their science identity construction transitioning from biology and moving through physics. The students’ semiotic choices communicated the experienced (dis)connection between self and science; ballet, lyrical, and contemporary dances represented experiences challenging their position within science, and a Black Dance, majorette, experiences affirming their place or creating a bridge. Majorette offered students a sense of cultural solidarity, symbolic of their collective overcoming of obstacles faced, frustration, and alienation felt at the beginning of physics, and joy of rising above the struggle.

中文翻译：

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民族和身份：黑人学生在制作过程中代表科学身份

我们探索了基于艺术的实践（尤其是我们定义为种族主义的实践）如何影响科学认同的研究。我们提出一个理论论据，并辅以经验证明，即民族主义如何为黑人青年提供具有舞蹈身份的叙事媒介，以叙述不断发展的科学身份，交流含义，相互作用和情感，并进一步将身份构建为参与科学教室社区的具体制品。从理论上讲，舞蹈是一种体现性的叙事，身份的建构是一个不断进行的具有互动和情感承诺的过程，而黑舞则是黑人身体表达黑人才能，能力和创造力的场所。经验例证着重于城市高中编舞的黑人学生的舞蹈表演，以捕捉他们从生物学过渡到物理学的科学身份建构。学生的符号选择传达了自我与科学之间经验丰富的（分离）联系。芭蕾舞，抒情和当代舞蹈代表了挑战其在科学中的地位的经历，而黑人舞蹈，少儿舞蹈则代表了确定其位置或搭建桥梁的经历。少校提供给学生一种文化上的团结感，象征着他们在物理开始时就克服了所面临的障碍，挫败感和疏离感，以及克服斗争的喜悦。学生的符号选择传达了自我与科学之间经验丰富的（分离）联系。芭蕾舞，抒情和当代舞蹈代表了挑战其在科学中的地位的经历，而黑人舞蹈，少儿舞蹈则代表了确定其位置或搭建桥梁的经历。少校提供给学生一种文化上的团结感，象征着他们克服了物理开始时所面临的障碍，挫败感和疏离感，以及超越斗争的喜悦。学生的符号选择传达了自我与科学之间经验丰富的（分离）联系。芭蕾舞，抒情和当代舞蹈代表了挑战其在科学中的地位的经历，而黑人舞蹈，少儿舞蹈则代表了确定其位置或搭建桥梁的经历。少校提供给学生一种文化上的团结感，象征着他们克服了物理开始时所面临的障碍，挫败感和疏离感，以及奋斗中的喜悦。