NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ867488
Record Type: Journal
Publication Date: 2009-Dec
Pages: 23
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-0022-4308
To Be or Not to Be? Discursive Resources for (Dis-)Identifying with Science-Related Careers
Hsu, Pei-Ling; Roth, Wolff-Michael; Marshall, Anne; Guenette, Francis
Journal of Research in Science Teaching, v46 n10 p1114-1136 Dec 2009
One of the main objectives of many science educators is to enroll students into science majors and careers. Researchers have investigated students' views of science in terms of factors and influences that guide students to choose science as a career. However, few investigations exist that have studied the forms of language culture makes available for articulating possible careers generally or the ways of grounding (justifying) these possibilities particularly. The purpose of this study is to investigate ways of using language for supporting justifications of career choices in an interview situation. Thirteen high school biology students were interviewed about their career choices. Drawing on discursive psychology as theory and method, we identify four "interpretative repertoires" that are deployed during the interviews: the (a) formative, (b) performative, (c) consequent, and (d) potential repertoires. These interpretative repertoires do not merely characterize the discourse about different science-related professions but in fact co-articulate different science-related identities. (Contains 2 tables.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada