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ERIC Number: EJ776867
Record Type: Journal
Publication Date: 2007-Oct
Pages: 32
Abstractor: Author
Reference Count: 90
ISSN: ISSN-0022-4308
Understanding the Science Experiences of Successful Women of Color: Science Identity as an Analytic Lens
Carlone, Heidi B.; Johnson, Angela
Journal of Research in Science Teaching, v44 n8 p1187-1218 Oct 2007
In this study, we develop a model of science identity to make sense of the science experiences of 15 successful women of color over the course of their undergraduate and graduate studies in science and into science-related careers. In our view, science identity accounts both for how women make meaning of science experiences and how society structures possible meanings. Primary data included ethnographic interviews during students' undergraduate careers, follow-up interviews 6 years later, and ongoing member-checking. Our results highlight the importance of recognition by others for women in the three science identity trajectories: research scientist; altruistic scientist; and disrupted scientist. The women with research scientist identities were passionate about science and recognized themselves and were recognized by science faculty as science people. The women with altruistic scientist identities regarded science as a vehicle for altruism and created innovative meanings of "science," "recognition by others," and "woman of color in science." The women with disrupted scientist identities sought, but did not often receive, recognition by meaningful scientific others. Although they were ultimately successful, their trajectories were more difficult because, in part, their bids for recognition were disrupted by the interaction with gendered, ethnic, and racial factors. This study clarifies theoretical conceptions of science identity, promotes a rethinking of recruitment and retention efforts, and illuminates various ways women of color experience, make meaning of, and negotiate the culture of science. The following are appended: (1) Sample Domain and Taxonomic Analyses Associated with "Recognition"; and (2) Componential analysis comparing recognition and science identity trajectory. (Contains 3 notes, 4 tables, and 2 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A