‘Unthinkable’ Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth

International Journal of Science Education

Volumn 37, Issue 10, 2015, Pages 1524-1546

  Carlone, Heidi B ^a   Huffling, Lacey D ^a   Tomasek, Terry ^b   Hegedus, Tess A ^a   Matthews, Catherine E ^a   Allen, Melony H ^c   Ash, Mary C ^d  

^a UNIVERSITY OF NORTH CAROLINA AT GREENSBORO   (United States)

^b ELON UNIVERSITY   (United States)

^c GEORGIA SOUTHERN UNIVERSITY   (United States)

^d UNIVERSITY OF NORTH CAROLINA AT PEMBROKE   (United States)

Author keywords

Environmental science education; Equity; Field science; Herpetology; Identity; Informal education

Indexed keywords

EID: 84930930765     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/09500693.2015.1033776     Document Type: Article

References (77)

1. O.M.Aguilar,, & M.E.Krasny, (2011). Using the communities of practice framework to examine an after-school environmental education program for Hispanic youth. Environmental Education Research, 17, 217–233. doi: 10.1080/13504622.2010.531248
2. J.Agyeman, (2003). ‘Under-participation’ and ethnocentrism in environmental education research: Developing ‘culturally sensitive research approaches’. Canadian Journal of Environmental Education, 8, 80–94.
3. G.S.Aikenhead,, & O.J.Jegede, (1999). Cross-cultural science education: A cognitive explanation of a cultural phenomenon. Journal of Research in Science Teaching, 36(3), 269–287. doi: 10.1002/(SICI)1098-2736(199903)36:3<269::AID-TEA3>3.0.CO;2-T
4. S.F.Akkerman,, & A.Bakker, (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169. doi: 10.3102/0034654311404435
5. K.Allen,, V.Daro,, & D.C.Holland, (2007). Becoming an environmental justice activist. In R.Sandler & P.C.Pezzullo (Eds.), Environmental justice and environmentalism. The social justice challenge to the environmental movement (pp. 105–134). Cambridge, MA: The MIT Press.
6. L.Archer,, J.DeWitt,, J.Osborne,, J.Dillon,, B.Willis,, & B.Wong, (2010). ‘Doing’ science versus ‘being’ a scientist: Examining 10/11-year-old schoolchildren's constructions of science through the lens of identity. Science Education, 94, 617–639. doi: 10.1002/sce.20399
7. L.Archer,, J.DeWitt,, J.Osborne,, J.Dillon,, B.Willis,, & B.Wong, (2012). ‘Balancing acts’: Elementary school girls’ negotiations of femininity, achievement, and science. Science Education, 96, 967–989. doi: 10.1002/sce.21031
8. P.Bell,, C.Tzou,, L.Bricker,, & A.D.Baines, (2012). Learning in diversities of structures of social practice: Accounting for how, why and where people learn science. Human Development, 55, 269–284. doi: 10.1159/000345315
9. C.Benson, (2003). The unthinkable boundaries of self: The role of negative emotional boundaries for the formation, maintenance, and transformation of identities. In R.Harré & F.Moghaddam (Eds.), The self and others: Positioning individuals and groups in personal, political, and cultural contexts (pp. 61–84). Westport, CT: Praeger.
10. R.D.Bixler,, C.L.Carlisle,, W.E.Hammitt,, & M.Floyd. (1996). Observed fears and discomforts among urban students on field trips to wildland areas. Journal of Environmental Education, 26(1), 24–33. doi: 10.1080/00958964.1994.9941430
11. G.M.Bowen,, & W.M.Roth, (2007). The practice of field ecology: Insights for science education. Research in Science Education, 37(2), 171–187. doi: 10.1007/s11165-006-9021-x
12. N.W.Brickhouse, (2001). Embodying science: A feminist perspective on learning. Journal of Research in Science Teaching, 3, 282–295. doi: 10.1002/1098-2736(200103)38:3<282::AID-TEA1006>3.0.CO;2-0
13. N.W.Brickhouse,, P.Lowery,, & K.Schultz, (2000). What kind of a girl does science? The construction of school science identities. Journal for Research in Science Teaching, 37, 441–458. doi: 10.1002/(SICI)1098-2736(200005)37:5<441::AID-TEA4>3.0.CO;2-3
14. C.A.Buxton,, A.Salinas,, M.Mahotiere,, O.Lee,, & W.G.Secada, (2013). Leveraging cultural resources through teacher pedagogical reasoning: Elementary grade teachers analyze second language learners’ science problem solving. Teaching and Teacher Education, 32, 31–42. doi: 10.1016/j.tate.2013.01.003
15. A.Calabrese Barton,, H.Kang,, E.Tan,, T.B.O'Neill,, J.Bautista-Guerra,, & C.Brecklin, (2013). Crafting a future in science: Tracing middle school girls’ identity work over time and space. American Educational Research Journal, 50(1), 37–75. doi: 10.3102/0002831212458142
16. H.B.Carlone, (2012). Methodological considerations for studying identities in school science: An anthropological approach. In M.Varelas (Ed.), Identity construction and science education research: Learning, teaching, and being in multiple contexts (pp. 9–26). Rotterdam: Sense.
17. H.B.Carlone,, J.Haun-Frank,, & A.Webb, (2011). Assessing equity beyond knowledge- and skills-based outcomes: A comparative ethnography of two fourth-grade reform-based science classrooms. Journal of Research in Science Teaching, 48(5), 459–485. doi: 10.1002/tea.20413
18. H.B.Carlone,, T.Hegedus,, L.Huffling,, C.Matthews,, T.Tomasek,, T.Bellas,, & A.Benavides, (submitted for review). Being ‘smart’ and being ‘me’: Diverse youths’ identity positioning during a summer field ecology enrichment program. Research in Science Education.
19. H.B.Carlone,, A.Johnson,, & M.E.Eisenhart, (2014). Cultural perspectives in science education. In N.Lederman & S.K.Abell (Eds.), Handbook of research in science education (2nd ed., pp. 2069–2135). New York, NY: Routledge.
20. H.B.Carlone,, A.Johnson,, & M.Enfield, (in preparation). Power as an analytic lens for equity research in science education. To be submitted to Elementary School Journal.
21. H.B.Carlone,, C.Scott,, & C.Lowder, (2014). Becoming (less) scientific: A longitudinal study of students’ identity work from elementary to middle school science. Journal of Research in Science Teaching, 51(7), 836–869. doi: 10.1002/tea.21150
22. S.S.Cilliers,, & S.J.Siebert,. (2011) Urban flora and vegetation: Patterns and processes. In P.James, J.Breuste, J.H.Niemela, G.Guntenspergen, N.E.McIntyre, & T.Elmqvist (Eds.), Urban ecology: Patterns, processes, and applications (pp. 148–158). Oxford, NY: Oxford University Press.
23. W.Cobern,, & G.Aikenhead, (1998). Cultural aspects of learning science. In B.J.Fraser & K.G.Tobin (Eds.), International handbook of science education (pp. 39–52). London: Kluwer Academic.
24. J.Dillon, (2003). On learners and learning in environmental education: Missing theories, ignored communities. Environmental Education Research, 9(2), 215–226. doi: 10.1080/13504620303480
25. J.Dillon,, M.Rickinson,, K.Teamey,, M.Morris,, M.Y.Choi,, D.Sanders,, & P.Benefield, (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87, 107–111.
26. J.S.Eccles,, & J.A.Gootman, (2002). Features of positive developmental settings. In J.S.Eccles & J.A.Gootman, (Eds.), Community programs to promote youth development (pp. 86–118). Washington, DC: National Academy Press.
27. L.Fanini,, & S.Fahd, (2009). Storytelling and environmental information: Connecting schoolchildren and herpetofauna in Morocco. Integrative Zoology, 4(2), 188–195. doi: 10.1111/j.1749-4877.2009.00158.x
28. L.Fisman, (2005). The effects of local learning on environmental awareness in children: An empirical investigation. The Journal of Environmental Education, 36(3), 39–50. doi: 10.3200/JOEE.36.3.39-50
29. F.Geijsel,, & F.Meijers, (2005). Identity learning: The core process of educational change. Educational Studies, 31, 419–430. doi: 10.1080/03055690500237488
30. B.W.Grant,, G.Middendorf,, M.J.Colgan,, H.Ahmad,, & M.B.Vogel, (2011). Ecology of urban amphibians and reptiles: Urbanophiles, urbanophobes, and the urbanoblivious. In P.James, J.Breuste, J.H.Niemela, G.Guntenspergen, N.E.McIntyre, & T.Elmqvist (Eds.), Urban ecology: Patterns, processes, and applications (pp. 167–178). Oxford, NY: Oxford University Press.
31. R.Harré,, & F.Moghaddam, (2003). The self and others: Positioning individuals and groups in personal, political, and cultural contexts. Westport, CT: Praeger.
32. S.Hidi,, & K.Renninger, (2006). The four-phase model of interest development. Educational Psychologist, 41, 111–127. doi: 10.1207/s15326985ep4102_4
33. D.Holland,, & W.Lachicotte, (2007). Vygotsky, Mead, and the new sociocultural studies of identity. In H.Daniels, M.Cole, & J.V.Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 101–135). Cambridge, MA: Cambridge University Press.
34. D.Holland,, W.Lachicotte,, D.Skinner,, & C.Cain, (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
35. D.Holland,, & J.Lave, (2001). History in person: Enduring struggles, contentious practice, intimate identities. Santa Fe, NM: School of American Research Press.
36. D.Hope,, C.Gries,, D.Casagrande,, C.L.Redman,, N.B.Grimm,, & C.Martin, (2006). Drivers of spatial variation in plant diversity across the central Arizona-Phoenix system. Society and Natural Resources, 19, 101–116. doi: 10.1080/08941920500394469
37. L.R.Iverson,, & E.A.Cook, (2000). Urban forest cover of the Chicago region and its relation to household density and income. Urban Ecosystems, 4, 105–124. doi: 10.1023/A:1011307327314
38. T.Iztok, (2011). Seventh graders’ direct experience with, and feelings toward, amphibians and some other nonhuman animals. Society & Animals, 19, 225–247. doi: 10.1163/156853011X578901
39. P.A.Jackson,, & G.Seiler, (2013). Science identity trajectories of latecomers to science in college. Journal of Research in Science Teaching, 50(7), 826–857. doi: 10.1002/tea.21088
40. A.Johnson,, J.Brown,, H.Carlone,, & A.K.Cuevas, (2011). Authoring identity amidst the treacherous terrain of science: A multiracial feminist examination of the journeys of three women of color in science. Journal of Research in Science Teaching, 48(4), 339–366. doi: 10.1002/tea.20411
41. S.R.Kellert, (2005). Building for life: Designing and understanding the human-nature connection. Washington, DC: Island Press.
42. B.Kirschner, (2009). ‘Power in numbers’: Youth organizing as a context for exploring civic identity. Journal of Research on Adolescence, 19, 414–440. doi: 10.1111/j.1532-7795.2009.00601.x
43. J.Lave,, & E.Wenger, (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
44. C.Lee,, M.Spencer,, & V.Harpalani, (2003). ‘Every shut eye ain't sleep’: Studying how people live culturally. Educational Researcher, 32(5), 6–13. Retrieved from http://edr.sagepub.com/content/32/5/6.short
45. O.Lee,, & S.Fradd, (1998). Science for all, including students from non-English-language backgrounds. Educational Researcher, 27(4), 12–21. doi: 10.3102/0013189X027004012
46. R.Louv, (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books.
47. C.Marouli, (2002). Multicultural environmental education: Theory and practice. Canadian Journal of Environmental Education, 7(1), 26–42.
48. J.A.Maxwell, (2013). Qualitative research design: An interactive approach (3rd ed.). Washington, DC: Sage.
49. L.C.Moll,, C.Amanti,, D.Neff,, & N.Gonzalez, (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. doi: 10.1080/00405849209543534
50. E.C.Parsons,, C.Travis,, & J.S.Simpson, (2005). The Black cultural ethos, students’ instructional context preferences, and student achievement: An examination of culturally congruent science instruction in the eighth grade classes of one African American and one Euro-American teacher. The Negro Educational Review, 56(2&3), 183–204.
51. S.Pauleit,, & Y.Golding, (2005). The spatial impact of urban compaction: A fine scale investigation based on Merseyside. Town Planning Review, 76(2), 143–166. doi: 10.3828/tpr.76.2.3
52. C.Quigley, (2011). Pushing the boundaries of cultural congruence pedagogy in science education towards a third space. Cultural Studies of Science Education, 6, 549–557. doi: 10.1007/s11422-011-9335-5
53. C.Randler, (2008). Teaching species identification—A prerequisite for learning biodiversity and understanding ecology. Eurasia Journal of Mathematics, Science & Technology Education, 4(3), 223–231.
54. M.Rickinson, (2001). Learners and learning in environmental education: A critical review of the evidence. Environmental Education Research, 7(3), 207–320. doi: 10.1080/13504620120065230
55. G.Seiler, (2001). Revisiting the ‘standard’ direction: Science emerging from the lives of African American students. Journal of Research in Science Teaching, 38, 1000–1014. doi: 10.1002/tea.1044
56. G.Seiler, (2013). New metaphors about culture: Implications for research in science teacher preparation. Journal of Research in Science Teaching, 50(1), 104–121. doi: 10.1002/tea.21067
57. J.P.Spradley, (1980). Participant observation. Forth Worth, TX: Harcourt Brace Jovanovich.
58. P.Srivastava,, & N.Hopwood, (2009). A practical framework for qualitative data analysis. International Journal of Qualitative Methods, 8(1), 76–84.
59. D.E.Taylor, (1996). Making multicultural environmental education a reality. Race, Poverty, & the Environment, 6(2/3), 18–22.
60. D.E.Taylor, (1997). American environmentalism: The role of race, class and gender in shaping activism 1820–1995. Race, Gender & Class, 5(1), 16–62.
61. D.E.Taylor, (2002). Race, class, gender, and American environmentalism. (General Technical Report PNW-GTR-534). Portland, OR: US Department of Agriculture, Forest Service, Pacific Northwest Research Station.
62. S.J.Tracy, (2010). Qualitative quality: Eight ‘big tent’ criteria for excellent qualitative research. Qualitative Inquiry, 16, 837–851. doi: 10.1177/1077800410383121
63. J.Tratalos,, R.A.Fuller,, P.H.Warren,, R.G.Davies,, & K.J.Gaston, (2007). Urban form, biodiversity potential and ecosystem services. Landscape and Urban Planning, 83, 308–317. doi: 10.1016/j.landurbplan.2007.05.003
64. B.K.Tsurusaki,, A.Calabrese Barton,, E.Tan,, P.Koch,, & I.Contento, (2013). Using transformative boundary objects to create critical engagement in science: A case study. Science Education, 97(1), 1–31. doi: 10.1002/sce.21037
65. C.T.Tzou,, & P.Bell, (2012). The role of borders in environmental education: Positioning, power, and marginality. Ethnography & Education, 7(2), 265–282. doi: 10.1080/17457823.2012.693697
66. B.Upadhyay, (2009). Teaching science for empowerment in an urban classroom: A case study of a Hmong teacher. Equity & Excellence in Education, 42(2), 217–232. doi: 10.1080/10665680902779366
67. J.Van Maanen, (1988). Tales of the field: On writing ethnography. Chicago, CA: University of Chicago Press.
68. S.Van Velsor, & C.A.Nilon, (2006). Qualitative investigation of the urban minority adolescent experience with wildlife. Human Dimensions of Wildlife, 11, 359–370. doi: 10.1080/10871200600894944
69. K.Warren,, N.S.Roberts,, M.Breunig,, & M.A.G.Alvarez, (2014). Social justice in outdoor experiential education: A state of knowledge review. Journal of Experiential Education, 37(1), 89–103. doi: 10.1177/1053825913518898
70. E.Wenger, (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.
71. B.Wong, (2012). Identifying with science: A case study of two 13-year-old ‘high achieving working lass’ British Asian girls. International Journal of Science Education, 34(1), 43–65. doi: 10.1080/09500693.2010.551671
72. N.B.Wood,, E.A.Erichson,, & C.L.Anicha, (2013). Cultural emergence: Theorizing culture in and from the margins of science education. Journal of Research in Science Teaching, 50, 122–136. doi: 10.1002/tea.21069
73. S.E.F.Wortham, (2006). Learning identity: The joint emergence of social identification and academic learning. Cambridge, MA: Cambridge University Press.
74. J.Xu,, L.T.Coats,, & M.L.Davidson, (2012). Promoting student interest in science: The perspective of exemplary African American teachers. American Educational Research Journal, 49(1), 124–154. doi: 10.3102/0002831211426200
75. T.J.Yosso, (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. doi: 10.1080/1361332052000341006
76. D.B.Zandvliet,, C.Ormond,, S.Teed,, V.Hotton,, M.Young,, & Q.M.T.Kate, (2009). Diversity in environmental education research. In D.B.Zandvliet (Ed.), Diversity in environmental education research (pp. 1–8). Rotterdam: Sense.
77. H.T.Zimmerman, (2012). Participating in science at home: Recognition work and learning in biology. Journal of Research in Science Teaching, 49, 597–630. doi: 10.1002/tea.21014