Is Science Me? High School Students' Identities, Participation and Aspirations in Science, Engineering, and Medicine

Autor/inn/en	Aschbacher, Pamela R.; Li, Erika; Roth, Ellen J.
Titel	Is Science Me? High School Students' Identities, Participation and Aspirations in Science, Engineering, and Medicine
Quelle	In: Journal of Research in Science Teaching, 47 (2010) 5, S.564-582 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
Schlagwörter	Majors (Students); Student Attitudes; Medicine; Engineering; Scientific Literacy; High School Students; Longitudinal Studies; Interviews; Academic Persistence; Low Achievement; High Achievement; Science Careers; Career Choice; Surveys; Personal Narratives; Career Development; Science Education; Self Concept; Academic Aspiration; Occupational Aspiration + Suchen Sie Ihr Suchwort? Schülerverhalten; Medizin; Maschinenbau; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Unterdurchschnittliche Leistung; Survey; Umfrage; Befragung; Erlebniserzählung; Berufsentwicklung; Naturwissenschaftliche Bildung; Selbstkonzept; Berufsneigung; Berufsziel
Abstract	This study follows an ethnically and economically diverse sample of 33 high school students to explore why some who were once very interested in science, engineering, or medicine (SEM) majors or careers decided to leave the pipeline in high school while others persisted. Through longitudinal interviews and surveys, students shared narratives about their developing science identities, SEM participation and aspirations. In analysis, three groups emerged (High Achieving Persisters, Low Achieving Persisters, and Lost Potentials), each experiencing different interactions and experiences within science communities of practice in and outside of school and within the extended family. These different microclimates framed students' perceptions of their SEM study, abilities, career options, and expected success, thereby shaping their science identities and consequent SEM trajectories. School science was often hard and discouraging; there were very few science advocates at school or home; and meaningful opportunities to work with real science professionals were scarce, even in schools with science or health academies. Students expressed positive attitudes toward science and non-science pursuits where they experienced success and received support from important people in their lives. Results underscore the key role communities of practice play in career and identity development and suggest a need for interventions to help socializers better understand the value and purpose of science literacy themselves so as to encourage students to appreciate science, be aware of possible career options in science and enjoy learning and doing science. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10