ArticleCBE life sciences education2019
Investigating Undergraduate Biology Students' Science Identity Production.
Article in CBE life sciences education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 20 papers.
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Who cites it
20 citing papers in PubMed.
- Enhancing Research Dissemination, Science Identity, and Research Self-Efficacy among Underrepresented Biomedical Science Majors: The Impact of Undergraduate Research Experiences.CBE life sciences education · 2026Article
- Community College Transfer Students' Pathways Through Boundary Experiences Using a Storied Science Identity Lens.CBE life sciences education · 2026Article
- Expansion of Personas to Guide Professional Development in Implementing Evidence-Based Practices in Diverse Institutions.CBE life sciences education · 2025Article
- Characterization of extended-spectrum beta-lactamase-producingJournal of microbiology & biology education · 2025Article
- Using a STEM Course on Inclusion, Diversity, Equity, and Accessibility to Explore Student Reflections on their Socialization into STEM and their Observations of the Figured World of Higher Education STEM Contexts.CBE life sciences education · 2025Article
- All In: Understanding and Motivating Stakeholders to Create an Equitable Culture of Student Success.CBE life sciences education · 2024Article
- Bee The CURE: Increasing Student Science Self-Efficacy, Science Identity, and Predictors of Scientific Civic Engagement in a Community College CURE.CBE life sciences education · 2024Article
- A Model for Emotional Intelligence in Biology Education Research.CBE life sciences education · 2024Article
- Breaking Stereotypes: How Undergraduates' Life Experiences of Scientists Shape their Scopes of Possibility.CBE life sciences education · 2024Article
- How do Students' Science, Social, and Personal Identities Influence their Experiences in Undergraduate Field Biology Courses?CBE life sciences education · 2024Article
- Article
- The Pathways Undergraduate Researchers Program: Fostering Career Interests, Sense of Belonging, and Student Confidence in Pursuing Science.Journal of STEM outreach · 2023Article
- Is Science Identity a Predictor or an Outcome of Learning Research Skills? Analyses of Evaluation Data from a Training Program to EnhanceResearch Career Preparation of Diverse Undergraduate Students.International journal of research in education and science · 2023Article
- How do introductory field biology students feel? Journal reflections provide insight into student affect.Ecology and evolution · 2022Article
- Article
- Supporting Scientific Practice through Model-Based Inquiry: A Students'-Eye View of Grappling with Data, Uncertainty, and Community in a Laboratory Experience.CBE life sciences education · 2021Article
- Recommendations for an inclusive undergraduate plant science classroom.The Plant cell · 2021Article
- Transfer Student Experiences and Identity Navigation in STEM: Overlapping Figured Worlds of Success.CBE life sciences education · 2021Article
- Explorers Virtual Internship: Fostering Rightful Presence and Sense of Belonging in an Online High School Internship Program.Journal of STEM outreach · 2021Article
- A Pandemic Crash Course: Learning to Teach Equitably in Synchronous Online Classes.CBE life sciences education · 2020Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Identity production is a complex process in which a person determines who he or she is via internal dialogue and sociocultural participation. Understanding identity production is important in biology education, because students' identities impact classroom experiences and their willingness to persist in the discipline. Thus, we suggest that educators foster spaces where students can engage in producing science identities that incorporate positive perceptions of who they are and what they have experienced. We used Holland's theory of identity and Urrieta's definitions of conceptual identity production (CIP) and procedural identity production (PIP) to explore the process of students' science identity production. We interviewed 26 students from five sections of a general biology course for majors at one higher education institution. The interview protocol included items about students' identities, influential experiences, perceptions of science, and perceptions of their classroom communities. From the interviews, we developed hierarchical coding schemes that focused on characterizing students' CIP and PIP. Here, we describe how students' socially constructed identities (race, gender, etc.) and their experiences may have impacted the production of their science identities. We found that authoring (i.e., making meaning of) experiences and recognition by others as a community member influenced students' science identity production.
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Registered trials
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