Narrations of Race in STEM Research Settings: Identity Formation and Its Discontents
Narrations of Race in STEM Research Settings: Identity Formation and Its Discontents
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DOI：
10.1002/sce.20307
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发表时间：
2009-05-01
影响因子：
4.3
通讯作者：
Barabino, Gilda
中科院分区：
文献类型：
--
作者：
Malone, Kareen Ror;Barabino, Gilda
本文讨论了与科学教育相关的身份概念，并提供了一系列对科学技术研究生的采访和焦点小组的材料。鉴于保留和少数民族学生的重要参与水平的汇总数据所示的困难，种族的问题，因为它通知在它多数研究型大学的关键互动，探讨其对身份形成的影响。有人认为，我们需要看看“实时”的科学，看看微妙的互动如何影响少数民族研究生。这些互动揭示了身份是如何通过实验室文化内部或外部的定位建立的。就种族和科学教育背景下身份形成的紧张关系探讨了三个主题：（1）孤立、边缘化和不受重视的问题;（2）通过承认个人对科学界的贡献而受到重视;（3）阅读种族是少数群体学生的额外负担。两个参与者的故事和他们作为局外人的定位进行了详细的探讨。作者对比了通过一个人的教育经历建立一个科学家的身份，而不是在一个主要是白色的机构中被定位为代表他或她的种族的“唯一一个”。(C)2008 Wiley Periodicals，Inc.科学艾德93：485-510，2009
This paper discusses conceptions of identity in relation to science education and presents material front a series of interviews and focus groups with graduate students in science and technology. Given difficulties in retention and levels of significant participation by minority students indicated by aggregate data, the issue of race, as it informs critical interactions at it majority research university, is explored in terms of its effects on identity formation. It is argued that we need to look at "real-time" science to see how Subtle interactions affect minority graduate students. These interactions reveal how identity is established through the positioning inside or outside of the laboratory Culture. Three themes were explored regarding the tensions of identity formation in the context of race and science education: (1) the issue of isolation, marginalization, and invisibility (2) being valued through recognition of one's contributions to the community of scientists and (3) reading race as an additional burden for minority students. Two participants' stories and their positioning as outsiders are explored in detail. The authors contrast building an identity as a scientist through one's educational experiences against being positioned as the "only one" representing his or her race at a primarily White institution. (C) 2008 Wiley Periodicals, Inc. Sci Ed 93:485-510, 2009