What Is and Who Can Do Science? Supporting Practice-Linked Identities in Science for Racially/Ethnically Underrepresented Youth

Abstract

This study examines the development of students' science and racial identities during summer science research programs. I utilize qualitative and quantitative data sources to examine students' incoming ideas about what science is and who can do science, how these ideas shift while participating in scientific practices, and program resources that support these shifts. Findings show that ideas about what and who shift together and unique resources support the co-construction of students' science and racial identities.