Abstract
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.
Interacción de identidades: una estudiante afroamericana de la escuela secundaria en una clase de ciencias
Exploramos las formas en que las identidades raciales, académicas y científicas interactúan en el aula y en los espacios escolares que les son disputados, en donde historias personales e institucionales se unen. Basándonos en los estudios de identidad de la educación en ciencia, nos enfocamos en desarrollar un detallado entendimiento de cómo los jóvenes afroamericanos se debaten entre estas tres identidades, los cuales toman su lugar en interacciones de momento a momento y como una narrativa personal a través del tiempo. El estudio responde a la pregunta: ¿Qué constructos están relacionados con el desarrollo de la identidad y de qué manera son relevantes para los jóvenes afroamericanos durante el proceso de negociación entre quiénes son y en qué se están convirtiendo, como personas afroamericanas en aulas de ciencia en donde sus identidades raciales son ratificadas y utilizadas como un recurso para el aprendizaje? Usando un diseño de estudio de caso centrado en Serena, una estudiante, y en múltiples fuentes de datos, pusimos la atención en las relaciones espacio temporales que hacían parte de su clase de ciencias. Cuatro dimensiones emergieron como importantes en la configuración de las identidades de Serena: competencia, compromiso, elección, y emociones. El comportamiento y las descripciones de Serena relacionados con los cuatro dimensiones mencionados no sólo estaban interrelacionados con los otros dimensiones, sino que también eran inseparables de los diversos roles y posicionamientos que la estudiante estaba realizando e imaginando en el contexto de su clase y su compromiso y aprendizaje en ciencias. Los hallazgos resaltan las formas complejas de la experiencia en sus aspectos cognitivos, sociales y afectivos y de cómo éstas informan y moldean las identidades de los estudiantes a medida que negocian maneras de ser, pensar, actuar e interactuar en espacios controversiales donde el significado de ser afroamericano, buen estudiante y científico evoluciona constantemente; alterados por la interacción entre ellos y las experiencias colectivas e individuales de los estudiantes. Las implicaciones del estudio incluyen ser explícito y determinado en el diseño y ejecución de una enseñanza que ofrezca a los estudiantes múltiples oportunidades para una construcción dinámica de identidades que puedan apoyar su aprendizaje en ciencias, definida como la construcción simultánea de conocimiento e identidad.
Αλληλοδιαπλοκή ταυτοτήτων: Μια Αφροαμερικάνα μαθήτρια σε μια τάξη θετικών επιστημών στη δευτεροβάθμια εκπαίδευση
Διερευνήσαμε τρόπους με τους οποίους οι φυλετικές, ακαδημαϊκές και επιστημονικές ταυτότητες αλληλοδιαπλέκονται στους αμφισβητούμενους χώρους τάξεων και σχολείων, εκεί όπου οι προσωπικές ιστορίες των μαθητών συναντούν τις ιστορίες των θεσμών. Στηριζόμενοι σε μελέτες ταυτότητας στη διδασκαλία θετικών επιστημών, στοχεύσαμε στην ανάπτυξη εκλεπτυσμένων κατανοήσεων των τρόπων που οι νέοι Αφροαμερικάνοι διαπραγματεύονται αυτές τις τρεις ταυτότητες τόσο σε στιγμές διαπροσωπικών επαφών όσο και στις προσωπικές αφηγήσεις τους. Η μελέτη απαντά στο ερώτημα: Ποια δομήματα που σχετίζονται με την δόμηση ταυτότητας, και με ποιον τρόπο, είναι πρωταρχικής σημασίας για τους νέους Αφροαμερικάνους όταν αυτοί διαπραγματεύονται ποιοι είναι και ποιοι διαμορφώνονται ως Αφροαμερικάνοι σε τάξεις θετικών επιστημών, όπου οι Αφροαμερικάνικες φυλετικές τους ταυτότητες επιβεβαιώνονται και χρησιμοποιούνται σαν πηγή μάθησης; Με μια μελέτη περίπτωσης που εστιάζει σε μία μαθήτρια, τη Σερένα, και πολλαπλές πηγές δεδομένων, εστιάσαμε την προσοχή μας στις χωροχρονικές σχέσεις που αποτελούσαν τμήμα της εξέλιξης της Σερένα στην τάξη της των θετικών επιστημών. Τέσσερις διαστάσεις προέκυψαν ως σημαντικές για τη συνδιαμόρφωση των ταυτοτήτων της Σερένα: ικανότητα, αφοσίωση, επιλογή και συναισθήματα. Οι επιτελέσεις και οι αφηγήσεις της Σερένα που σχετίζονται με κάθε μία από τίς τέσσερις αυτές διαστάσεις δεν αλληλοδιαπλέκονταν μόνο με τις επιτελέσεις και τις αφηγήσεις των άλλων διαστάσεων, αλλά ήταν επίσης άρρηκτα συνδεδεμένες με τους διάφορους ρόλους και τις θέσεις υποκειμένου που η Σερένα επιτελούσε και φανταζόταν για τον εαυτό της στο πλαίσιο της τάξης της των θετικών επιστημών, και της επαφής της με τις θετικές επιστήμες και την εκμάθησής τους. Τα ευρήματα υπογραμμίζουν τους περίπλοκους τρόπους με τους οποίους οι γνωσιακές, κοινωνικές και συναισθηματικές πτυχές της εμπειρίας τροφοδοτούν και διαμορφώνουν τις ταυτότητες των μαθητών καθώς αυτοί διαπραγματεύονται τρόπους να είναι, να σκέφτονται, να επιτελούν και να αλληλεπιδρούν σε αμφισβητούμενους χώρους όπου οι έννοιες Αφροαμερικάνα, καλή μαθήτρια, και θετική επιστήμονας εξελίσσονται στον χρόνο και διαμορφώνονται από την μεταξύ τους αλληλεπίδραση και από τις συλλογικές και ατομικές εμπειρίες των μαθητών. Ένα από τα συνεπαγόμενα της μελέτης είναι η αναγκαιότητα της σαφούς και στοχευμένης σχεδίασης και υλοποίησης διδασκαλίας που θα προσφέρει στους μαθητές πολλαπλές ευκαιρίες για δυναμικά οικοδομήματα ταυτοτήτων που θα μπορούσαν να στηρίξουν την εκμάθηση των θετικών επιστημών, οριζόμενη ως δόμηση τόσο γνώσεων όσο και ταυτοτήτων.
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The Content Learning and Identity Construction project was supported by a University of Illinois at Chicago Vice Chancellor for Research Areas of Excellence Award. The statements made and views expressed in this article are solely the responsibilities of the authors and do not reflect the views of the funding office. The authors extend their thanks to Danny Martin for helpful comments on an earlier version of this manuscript.
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Varelas, M., Menig, E., Wilson, A. et al. Intermingling of identities: a Black student in a middle-school science class. Cult Stud of Sci Educ 15, 695–722 (2020). https://doi.org/10.1007/s11422-019-09966-3
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DOI: https://doi.org/10.1007/s11422-019-09966-3