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dc.contributor.authorKayumova, Shakhnoza
dc.contributor.authorRaj, Anupam
dc.contributor.authorHarper, Akira
dc.date.accessioned2024-06-10T05:54:47Z-
dc.date.available2024-06-10T01:44:12Z
dc.date.available2024-06-10T05:54:47Z-
dc.date.issued2024
dc.identifier.citationKayumova, S., Raj, A., & Harper, A. (2024). I see myself as a Science Person: Insights into Science Identity Development Among Emergent Multilingual Youth. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024 (pp. 2507-2508). International Society of the Learning Sciences.en
dc.identifier.urihttps://doi.org/10.22318/icls2024.107071
dc.identifier.urihttps://repository.isls.org//handle/1/11092-
dc.descriptionPosteren
dc.description.abstractScience identities and competencies are influenced by teacher recognition and student self-perception. Drawing on social positioning theory, this study examines which factors can contribute to science identity development among multilingual students. 46 multilingual middle school students in Northeastern U.S., took the Social Positioning of English Language Learners (SPELL) survey and quantitative correlation analysis revealed a connection between teacher recognition and student perceived competence. Furthermore, self-identified ‘science persons’ informed their competence and science career interests.en
dc.publisherInternational Society of the Learning Sciences
dc.relation.ispartofurn:ISBN:979-8-9906980-0-0
dc.relation.ispartofProceedings of the 18th International Conference of the Learning Sciences - ICLS 2024, pp. 2507-2508
dc.subjectLearning Sciencesen
dc.titleI see myself as a Science Person: Insights into Science Identity Development Among Emergent Multilingual Youthen
dc.typeconferencePaper
dc.identifier.doi10.22318/icls2024.107071
Appears in Collections:ISLS Annual Meeting 2024

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