Crafting a Future in Science: Tracing Middle School Girls' Identity Work Over Time and Space
Crafting a Future in Science: Tracing Middle School Girls' Identity Work Over Time and Space
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DOI：
10.3102/0002831212458142
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发表时间：
2013-02-01
影响因子：
3.6
通讯作者：
Brecklin, Caitlin
中科院分区：
文献类型：
--
作者：
Barton, Angela Calabrese;Kang, Hosun;Brecklin, Caitlin
尽管近年来在科学和工程领域取得了成就，但来自非主导背景的女孩在该领域的代表性仍然不足。这项纵向民族志研究追踪了来自非主导背景的女孩在中学时期在学校、俱乐部和家庭中参与与科学相关的活动时所做的身份认同工作。作者建立了身份轨迹的概念论证，讨论了身份工作的持续、累积和争议性，以及促进轨迹关键转变的机制。作者认为，当女孩们的身份工作得到认可、支持和利用，以扩大参与科学的机会时，她们就会看到科学领域可能的未来自我。这个过程产生了（可能的）自我和科学的分层意义，并重新配置了对科学的有意义的参与。
The underrepresentation of girls from nondominant backgrounds in the sciences and engineering continues despite recent gains in achievement. This longitudinal ethnographic study traces the identity work that girls from nondominant backgrounds do as they engage in science-related activities across school, club, and home during the middle school years. Building a conceptual argument for identity trajectories, the authors discuss the ongoing, cumulative, and contentious nature of identity work and the mechanisms that foster critical shifts in trajectories. The authors argue that the girls view possible future selves in science when their identity work is recognized, supported, and leveraged toward expanded opportunities for engagement in science. This process yields layered meanings of (possible) selves and of science and reconfigures meaningful participation in science.