To be or not to be? Discursive resources for (Dis-)identifying with science-related careers

Journal of Research in Science Teaching

Volumn 46, Issue 10, 2009, Pages 1114-1136

  Hsu, Pei Ling ^a   Roth, Wolff Michael ^a   Marshall, Anne ^a   Guenette, Francis ^a  

^a UNIVERSITY OF VICTORIA   (Canada)

Author keywords

Biology; Discourse analysis; Informal science; Middle school; Secondary; Vocational education

Indexed keywords

DISCOURSE ANALYSIS; INFORMAL SCIENCE; MIDDLE SCHOOL; SECONDARY; VOCATIONAL EDUCATION;

APPRENTICES; BIOLOGY; LINGUISTICS; SEMANTICS;

STUDENTS;

EID: 73349117825     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.20352     Document Type: Article

References (51)

1. Atkinson, J.M., & Heritage, J. (Eds.), (1984). Structures of social action: Studies in conversation analysis. Cambridge: Cambridge University Press.
2. Basu, S.J., & Barton, A.C. (2007). Developing a sustained interest in science among urban minority youth. Journal of Research in Science Teaching, 44, 466-489.
3. Billig, M. (1985). Prejudice, categorization and particularization: From a perceptual to a rhetorical approach. European Journal of Social Psychology, 15, 79-103.
4. Brickhouse, N.W., Lowery, P., &Schultz, K. (2000). What kind of girl does science? The construction of school science identities. Journal of Research in Science Teaching, 37, 441-458.
5. Britner, S.L. (2008). Motivation in high school science students: A comparison of gender differences in life, physical, and earth science classes. Journal of Research in Science Teaching, 45, 955-970.
6. Brown, B.A., & Kelly, G. (2006). When clarity and style meet substance: Language, identity, and the appropriation of science discourse. In: W-.M. Roth & K. Tobin (Eds.), Science, learning, and identity: Sociocultural and cultural historical perspectives (pp. 283-299). Rotterdam: SensePublishers.
7. Christidou, V. (2006). Greek students' science-related interests and experiences: Gender differences and correlations. International Journal of Science Education, 28, 1181-1199.
8. Cross, S., &Markus, H. (1991). Possible selves across the life span. Human Development, 34, 230-255.
9. Derrida, J. (1998). Monolingualism of the other; or the prosthesis of origin. Stanford, CA: Stanford University Press.
10. Edley, N. (2001). Analysing masculinity: Interpretative repertoires, ideological dilemmas and subject positions. In: M. Wetherell, S. Taylor, & S. Yates (Eds.), Discourse as data: A guide for analysis (pp. 189- 229). London: Sage Publications.
11. Edwards, D. (1993). But what do children really think?: Discourse analysis and conceptual content in children's talk. Cognition and Instruction, 11, 207-225.
12. Edwards, D., & Potter, J. (1992). Discursive psychology. London: Sage.
13. Fadigan, K.A., &Hammrich, P.L. (2004).Alongitudinal study of the educational and career trajectories of female participants of an urban informal science education program. Journal of Research in Science Teaching, 41, 835-860.
14. Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.
15. George, R., & Kaplan, D. (1998). A structural model of parent and teacher influences on science attitudes of eighth graders: Evidence from NELS 88. Science Education, 82, 93-109. (Pubitemid 128367588)
16. Gilbert, N., & Mulkay, M. (1984). Opening Pandora's box: A sociological analysis of scientists' discourse. Cambridge: Cambridge University Press.
17. Gilmartin, S., Denson, N., Li, E., Bryant, A., & Aschbacher, P. (2007). Gender ratios in high school science departments: The effect of percent female faculty on multiple dimensions of students' science identities. Journal of Research in Science Teaching, 44, 980-1009.
18. Glynn, S., Taasoobshirazi, G., & Brickman, P. (2007). Nonscience majors learning science: A theoretical model of motivation. Journal of Research in Science Teaching, 44, 1088-1107.
19. Guba, E., & Lincoln, Y. (1989). Fourth generation evaluation. Beverly Hills, CA: Sage.
20. Heritage, J., & Greatbatch, D. (1986). Generating applause: A study of rhetoric and response in party political conference. American Journal of Sociology, 92, 110-157.
21. Hsu, P.-L., & Roth, W.-M. (in press). Introducing science: An analysis of teacher discourse that presents real science activities to high school students. Research in Science Education 10.1007/s11165-008- 9094-9099.
22. Jacobs, J.E., & Simpkins, S.D. (2005). Mapping leaks in the math, science, and technology pipeline. New Directions for Child and Adolescent Development, 110, 3-6.
23. Jefferson, G. (1984). Transcript notation. In: J.M. Atkinson & J. Heritage (Eds.), Structures of social interaction (pp. ix-xvi). New York: Cambridge University Press.
24. Lee, Y.-J. (2007). A beautiful life: An identity in science. In: W-.M. Roth & K. Tobin (Eds.), Science, learning, identity: Sociocultural and cultural-historical perspectives (pp. 261-282). Rotterdam: SensePublishers.
25. Lee, Y.-J., & Roth, W.-M. (2004). Making a scientist: Discursive "doing" of identity and self presentation during research interviews. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 5, (1).
26. Lewis, B.F., & Collins, A. (2001). Interpretive investigation of the science-related career decisions of three African-American college students. Journal of Research in Science Teaching, 38, 599-621.
27. Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954-969.
28. Middleton, D., &Brown, S.D. (2005). The social psychology of experience: Studies in remembering and forgetting. London: Sage.
29. O'Brien, V., Martinez-Pons, M., &Kopala, M. (1999). Mathematics self-efficacy, ethic identity, gender, and career interests related to mathematics and science. The Journal of Educational Research, 92, 231-235.
30. Pomerantz, A.M. (1986). Extreme case formulations: A new way of legitimating claims. Human Studies, 9, 219-230.
31. Poste, P., Stewart, M.A., &Smith, P.L. (1991). Self-efficacy, interest, and consideration of math/science and non-math/science occupations among black freshmen. Journal of Vocational Behavior, 38, 179-186.
32. Potter, J. (1996). Representing reality: Discourse, rhetoric and social construction. London: Sage.
33. Potter, J. (1998). Discursive social psychology: From attitudes to evaluations. European Review of Social Psychology, 9, 233-266.
34. Potter, J. (2003). Discourse analysis and discursive psychology. In: P.M. Camic, J.E. Rhodes, & L. Yardley (Eds.), Qualitative research in psychology: Expanding perspectives in methodology and design (pp. 73-94). Washington: American Psychological Association.
35. Potter, J., & Wetherell, M. (1987). Discourse and social psychology: Beyond attitudes and behaviour. London: Sage.
36. Potter, J., & Wetherell, M. (1995). Discourse analysis. In: J. Smith, R. Harré, & R. van Langenhove (Eds.), Rethinking methods in psychology (pp. 80-92). London: Sage.
37. Reis, G., & Roth, W.-M. (2007). Environmental education in action: A discursive approach to curriculum design. Environmental Education Research, 13, 307-327.
38. Roth, W.-M. (2005). Doing qualitative research: Praxis of method. Rotterdam: SensePublishers.
39. Roth, W.-M. (2008). The nature of scientific conceptions: A discursive psychological perspective. Educational Research Review, 3, 30-50.
40. Roth, W.-M., & Alexander, T. (1997). The interaction of students' scientific and religious discourses. International Journal of Science Education, 19 (2), 125-146.
41. Roth, W.-M., & Lucas, K.B. (1997). From "truth" to "invented reality": A discourse analysis of high school physics students' talk about scientific knowledge. Journal of Research in Science Teaching, 34, 145-179.
42. Roth, W.-M., & Tobin, K. (2006). Aporias of identity in science: An introduction. In:W-.M. Roth & K. Tobin (Eds.), Science, learning, and identity: Sociocultural and cultural historical perspectives (pp. 1-10). Rotterdam: SensePublishers.
43. Shepard, B., & Marshall, A. (1999). Possible selves mapping: Life-career exploration with young adolescents. Canadian Journal of Counselling, 33, 37-54.
44. Shmurak, C.B. (1998). Voices of hope: Adolescent girls at single sex and coeducational school. New York: Lang.
45. Stake, J.E. (2006). The critical mediating role of social encouragement for science motivation and confidence among high school girls and boys. Journal of Applied Social Psychology, 36, 1017-1045.
46. Voloinov, V.N. (1973). Marxism and the philosophy of language. Cambridge: Harvard University Press.
47. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
48. Wang, J., & Staver, J.R. (2001). Examining relationships between factors of science education and student career aspiration. Journal of Educational Research, 94, 312-320.
49. Wetherell, M., & Potter, J. (1988). Discourse analysis and the identification of interpretative repertoire. In: C. Antaki (Ed.), Analysing everyday explanation: A casebook of methods (pp. 168-183). Greenwood Village, CO: Libraries Unlimited.
50. Wittgenstein, L. (1958). Philosophical investigation (3rd ed., G. E. M. Anscombe, Trans.). Oxford: Blackwell.
51. Zeyer, A., & Roth, W.-M. (in press). A mirror of society: A discourse analytic study of 14-15-yearold Swiss students' talk about environment and environmental protection. Cultural Studies of Science Education.