Methodological considerations for studying identities in school science: An anthropological approach

Identity Construction and Science Education Research: Learning, Teaching, and Being in Multiple Contexts

Volumn , Issue , 2012, Pages 9-25

  Carlone, Heidi B ^a  

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

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85015581223     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-94-6209-043-9     Document Type: Chapter

References (36)

1. Brickhouse, N.W. (2000). Embodying science: A feminist perspective on learning. Journal of Research in Science Teaching, 38, 282-295.
2. Brickhouse, N.W., Lowery, P., & Schultz, K. (2000). What kind of a girl does science? The construction of school science identities. Journal of Research in Science Teaching, 37, 441-458.
3. Calabrese Barton, A., Tan, E., & Rivet, A. (2007). Creating hybrid spaces for engaging school science among urban middle school girls. American Educational Research Journal, 45(1), 68-103.
4. Carlone, H.B. (2004). The cultural production of science in reform-based physics: Girls' access, participation, and resistance. Journal of Research in Science Teaching, 41(4), 392-414.
5. Carlone, H.B., Haun-Frank, J., & Webb, A. (2011a). Assessing equity beyond knowledge-and skillsbased outcomes: A comparative ethnography of two fourth-grade reform-based science classrooms. Journal of Research in Science Teaching, 48(5), 459-485.
6. Carlone, H.B., Kimmel, J., Lowder, C., Rockford, J., & Scott, C. (2011b, April). Exploring the scope and limits of agency in the figured worlds of school science learning: A longitudinal study of students' identities. Paper presented at the annual meeting of the American Educational Research Association. New Orleans, LA.
7. Carlone, H.B., Webb, A., & Taylor, M. (2011, April). Troubling monolithic views of privilege and masculinity: Four longitudinal case studies of scientifically talented boys. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
8. Chinn, C.A. & Malhotra, B.A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175-218.
9. Cobb, P., Gresalfi, M., & Hodge, L.L. (2009). An interpretive scheme for analyzing the identities that students develop in mathematics classrooms. Journal for Research in Mathematics Education, 40(1), 40-68.
10. Collins, P.H. (2000). Black feminist thought. New York: Routledge.
11. Eisenhart, M., & Finkel, E. (1998). Women's science: Learning and succeeding from the margins. Chicago, IL: University of Chicago Press.
12. Giroux, H. A. (2006). Disposable youth, racism, poltics of zero tolerance. In America on the edge: Henry Giroux on politics, culture, and education (pp. 175-188). New York, NY: Palgrave Macmillan.
13. Gee, J.P. (2000-2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.
14. Geertz, C. (1973). Thick description: Toward an interpretive theory of culture. In The interpretation of cultures: Selected essays (pp. 3-30). New York, NY: Basic Books.
15. Gresalfi, M.S., & Cobb, P. (2006). Cultivating students' discipline-specific dispositions as a critical goal for pedagogy and equity. Pedagogies: An international journal 1(1), 49-57.
16. Gresalfi, M., Martin, T., Hand, V., & Greeno, J. (2009). Constructing competence: An analysis of student participation in the activity systems of mathematics classrooms. Educational Studies in Mathematics, 70, 49-70.
17. Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
18. Holland, D., & Lave, J. (2009). Social practice theory and the historical production of persons. Actio: An International Journal of Human Activity Theory, 2, 1-15.
19. Johnson, A., Brown, J., Carlone, H., & Cuevas, A.K. (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, 339-366.
20. Kelly, G. J. (2007). Discourse in science classrooms. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of Research on Science Education (pp. 443-469). Mahwah, NJ: Lawrence Erlbaum.
21. Kelly, G. J. (2008). Inquiry, activity, and epistemic practice. In R.A. Duschl & R.E. Grandy (Eds.), Teaching scientific inquiry: Recommendations for research and implementation, (pp. 99-117). Rotterdam: Sense Publishers.
22. Kelly, G.J., Chen, C., & Crawford, T. (1998). Methodological considerations for studying science-inthe-making in educational settings. Research in Science Education, 28(1), 23-49.
23. Kelly, G.J. & Duschl, R.A. (April, 2002). Toward a research agenda for epistemological studies in science education. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.
24. Lewis, C., & Moje, E. B. (2003). Sociocultural perspectives meets critical theory: Producing knowledge through multiple frameworks. The International Journal of Learning, 10, 1979-1995.
25. Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
26. Lottero-Perdue, P.S., & Brickhouse, N.W. (2002). Learning on the job: The acquisition of scientific competence. Science Education, 86, 756-782.
27. Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge: Harvard University Press.
28. Oakes, J. (1985). Keeping track: How school structure equality. Binghamton, NY: Vail-Ballou Press.
29. Parsons, E.C. (2008). Learning contexts, Black cultural ethos, and the science achievement of African American students in an urban middle school. Journal of Research in Science Teaching, 45, 665-683.
30. Rockford, J., & Carlone, H.B. (2011, April). Silencio en Ciencia: A longitudinal case study of Julio's silencing in school science. Paper presented at the National Association for Research in Science Teaching, Orlando, FL.
31. Roth, W-M., & Tobin, K. (2007). Aporias of identity in science: An introduction. In W-M. Roth & K. Tobin (Eds.). Science, learning, identity: Sociocultural and cultural-historical perspectives (pp. 1-10). Rotterdam, The Netherlands: Sense Publishers.
32. Sewell, W.H. (1992). A theory of structure: Duality, agency and transformation. American Journal of Sociology, 98, 1-29.
33. Shanahan, M.-C. (2009). Identity in science learning: Exploring the attention given to agency and structure in studies of identity. Studies in Science Education, 45(1), 43-64.
34. Spindler, G. (1982). Doing the ethnography of schooling: Educational anthropology in action. New York: Holt, Rhinehart, & Winston.
35. Tobin, K. (in press). Interpretive approaches to multi-level, multi-method, multi-theoretic research. In G. S. Cannella & S. R. Steinberg (Eds). Critical qualitative research reader. New York: Peter Lang.
36. Wortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning. New York, NY: Cambridge University Press.