ArticleCBE life sciences education2024
How do Students' Science, Social, and Personal Identities Influence their Experiences in Undergraduate Field Biology Courses?
Article in CBE life sciences education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
2 citing papers in PubMed.
- Community College Transfer Students' Pathways Through Boundary Experiences Using a Storied Science Identity Lens.CBE life sciences education · 2026Article
- Effects of a Weekend-Long Field Course on Undergraduates' Confidence, Identity, and Belonging.Ecology and evolution · 2025Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Field biology courses can be formative learning experiences that develop students' science identities. Yet, they can also pose challenges to students that may disaffirm their science identities-especially to those who identify with underrepresented, excluded, and minoritized groups. It is largely unknown how students' social (e.g., gender) and personal (e.g., where they grew up) identities intersect with their science identities in field biology courses. Therefore, we used the Expanded Model of Science Identity to determine: 1) the factors that influence students' science, social, and personal identities; and 2) whether and how these identities intersect in field biology courses. Using a card sorting task during semistructured interviews, we found variation in science identities with which students identified, mediated by social factors (e.g.
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Registered trials
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