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Contributions from Science Education Research 12 Henriette Tolstrup Holmegaard Louise Archer Editors Science Identities Theory, method and research Contributions from Science Education Research Volume 12 Editor-in-Chief Manuela Welzel-Breuer, Heidelberg University of Education, Heidelberg, Baden-Württemberg, Germany Editorial Board Members Costas K. Constantinou, University of Cyprus, Nicosia, Cyprus Niklas Gericke, University of Karlstad, Karlstad, Sweden Olivia Levrini, University of Bologna, Bologna, Italy Isabel Martins, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil Sonya Martin, Seoul National University, Seoul, Korea (Republic of) Robin Millar, University of York, York, UK Iva Stuchlíková, University of South Bohemia, České Budějovice, Czech Republic Veli-Matti Vesterinen, University of Turku, Turku, Finland Albert Zeyer , Science Teacher Education, University of Teacher Education Lucerne, Lucerne, Switzerland Contributions from Science Education Research is the international, multi- disciplinary book series of the European Science Education Research Association (ESERA). The aim of the series is to synthesize, for the benefit of the scholarly community, the findings of high quality, theoretically-framed research in the domain of science education as well as comprehensive explorations of specific methodological strands in science education research. The series aims to publish books that are innovative in attempting to forge new ways of representing emergent knowledge in the field. The series includes edited collections of chapters, monographs and handbooks that are evaluated on the basis of originality, scientific rigor and significance for science education research. The book series is intended to focus mainly on work carried out in Europe. However, contributions from researchers affiliated with non-European institutions and non-members of the European Science Education Research Association are welcomed. The series is designed to appeal to a wide audience of researchers and post-graduate students in science education. Book proposals for this series may be submitted to the Publishing Editor: Claudia Acuna E-mail: [email protected] Henriette Tolstrup Holmegaard • Louise Archer Editors Science Identities Theory, method and research Editors Henriette Tolstrup Holmegaard Louise Archer Department of Science Education Institute of Education University of Copenhagen University College London Copenhagen, Denmark London, UK ISSN 2213-3623 ISSN 2213-3631 (electronic) Contributions from Science Education Research ISBN 978-3-031-17641-8 ISBN 978-3-031-17642-5 (eBook) https://doi.org/10.1007/978-3-031-17642-5 © Springer Nature Switzerland AG 2022 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Preface This edited collection brings together current research and thinking around the topic of science identities. The origins of the idea for the collection emerged during the inaugural meeting of the new Science Identities Special Interest Group (SIG) at the 2017 European Science Education Research Association (ESERA) Annual Conference in Dublin, Ireland. As the funders and coordinators of the new SIG, we were not sure what appetite there might be for such a collective. Although we felt there was a clear value and need to bring together and support what we perceived to be a steadily growing field of innovative work using the concept of science identity. On arrival at the designated lecture room, we were a little anxious to see how many conference attendees would actually take up our invitation to attend the meeting and join the new group. We were delighted—and not a little relieved—to find a room full of around 40 excited, lively researchers, representing a range of career stages, drawn from universities across Europe and North America. The discussion and ideas flowed, and by the end of the meeting, we had agreed to put together a proposal for this collection. It is not uncommon for such stories to end with the popular saying that “the rest is history,” but in our case, this history was somewhat prolonged and challenging due to the arrival of the global COVID-19 pandemic in 2020. We are indebted and wish to celebrate the immense efforts of all the chapter authors and reviewers who rose to this challenge and worked so hard in such difficult circumstances for so long to produce the final collection. We wish to thank each and every one of you for your dedication, patience, and generosity in unprecedented times. Thanks also to all the staff at Springer who have supported and helped produce the book. So why a collection of work on science identities? Why not science identity? Or STEM identities? And what value or purpose do we hope this collection will serve? On the first point, our use of the plural (science identities) reflects the dynamic, ongoing and processual aspects of identities. But it also illustrate our commitment to a book that values, showcases, and espouses diverse scholarship. Hence, we have tried to encourage submissions from authors across different international contexts, career stages, and who use a range of different interdisciplinary conceptual, v vi Preface analytic, and methodological approaches to understand issues related to science identity across different formal and informal educational settings with a range of actors, including both students and teachers. To a fair extent, many of these aims have been met; however, we are very aware that despite an international spread of contributors, the collection reflects only researchers working within the Global North. This is a limitation and inequality that we hope can be substantially addressed in future works. It is our hope that we with this piece are reaching out to the growing community of researchers who are applying the lenses of science identities in a variety of countries and settings and that it can inspire new applications and ideas of how science identities can be further developed to meet the future challenges of science education. The book title foregrounds science, rather than STEM, largely because we wanted the book to explore the rich variety of experiences and issues within and between science disciplines and contexts. Hence chapters explore relationships with science not only at a general level but also in relation to specific disciplines, sub- disciplines, and areas such as physics, molecular biomedicine, and geology. However, as keen-eyed readers will notice, our plural approach also includes a chapter that focuses on the context of engineering, expanding and testing the bound- aries of the framing around “science,” adding richness to the collection that we hope will also signal to future work spanning across the fields of STEM, to draw out new synergies and differences. Our intention is that this collection offers readers a rich and stimulating smorgas- bord of ways of thinking about, understanding and researching topics of identity in relation to science and STEM. It aims to provide both a grounding/foundation and a jumping-off point for further work. In particular, we hope that the theme exploring the link between identities, injustices, and science that runs through the core of the book will help sustain and nourish work on these important issues. Since the ideas of the book were proposed at ESERA in Dublin in 2017 and later at the National Association of Research in Science Teaching (NARST) conference in Atlanta in 2018, the science identity community has increased substantially. As a field which is deeply ingrained with intersectional injustices and implicated in the ongoing reproduction of inequity, there is much work still to do in science identity research, scholarship, and activism. We hope you will enjoy the breadth and depth of the collection and will love reading it as much as we do, and that it will be the platform for discussions, ideas, and dialogue. In particular, we hope that the work showcased within this book will help sustain and move forward the exciting range of research being conducted within the field. Copenhagen, Denmark Henriette Tolstrup Holmegaard London, UK Louise Archer Contents Part I Introduction 1 Understanding and Contextualizing the Field of Science Identity Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Heidi B. Carlone Part II Student Science Identities Outside and Inside School 2 “My Love for It Just Wasn’t Enough to Get Me Through”: A Longitudinal Case Study of Factors Supporting and Denying Black British Working-Class Young Women’s Science Identities and Trajectories . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Louise Archer, Spela Godec, and Julie Moote 3 “It Was Always About Relationships and It Was Awesome”: Girls Performing Gender and Identity in an Out-Of-School-Time Science Conversation Club . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Allison J. Gonsalves and Jrene Rahm 4 Young Women’s Identity Work in Relation to Physics at the Transition from School to Further Educational Pathways . . . . 67 Thorid Rabe and Freja Kressdorf 5 Student Identity, Aspiration and the Exchange-Value of Physics. . . . 95 Billy Wong Part III Student Science Identities in Higher Education 6 Science Talent and Unlimited Devotion: An Investigation of the Dynamics of University Students’ Science Identities Through the Lens of Gendered Conceptualisations of Talent . . . . . . 113 Henriette Tolstrup Holmegaard and Bjørn Friis Johannsen vii viii Contents 7 Doing Geoscience: Negotiations of Science Identity Among University Students When Learning in the Field . . . . . . . . . . 141 Lene Møller Madsen and Rie Hjørnegaard Malm 8 Identity Perspectives in Research on University Physics Education: What Is the Problem Represented to Be? . . . . . . 163 Anders Johansson and Johanna Larsson Part IV Science Teachers’ Identities and Practices 9 Exploring the Connections Between Student-Teacher- Administration Science Identities in Urban Settings . . . . . . . . . . . . . . 187 Rachel Askew and Katie Wade-Jaimes 10 Science Teacher Identity Work in Colonized and Racialized Spaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 Gale Seiler and Hildah Kwamboka 11 Understanding Science Teacher Identity Development within the Figured Worlds of Schools . . . . . . . . . . . . . . . . . . . . . . . . . . 227 Gail Richmond and Kraig A. Wray 12 Identities in Action: Opportunities and Risks of Identity Work in Community and Citizen Science . . . . . . . . . . . . . . . . . . . . . . . 247 Colin G. Dixon, Emily M. Harris, and Heidi Ballard Part V Multi-layered Methodological Approaches to Science Identities 13 Using Qualitative Metasynthesis to Understand the Factors That Contribute to Science Identity Development Across Contexts in Secondary and Post-Secondary Students from Underrepresented Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273 Sylvia M. James Butterfield and Karen Benn Marshall 14 Representing STEM Identities as Pragmatic Configurations . . . . . . . 299 Ruurd Taconis 15 How Activity Frames Shape Situated Identity Negotiation: Theoretical and Practical Insights from an Informal Engineering Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333 Smirla Ramos-Montañez and Scott Pattison Part VI Conclusion 16 Working Towards Justice: Critical Next Steps in Identity Studies in Science Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361 Angela Calabrese Barton and Edna Tan Part I Introduction