Science Identities

This edited volume brings together a state-of-the-art collection of leading and emergent research on the burgeoning topic of science identities. It sets out how science identity can be productively used as a lens in understanding patterns and inequalities in science participation across different educational and international contexts. Its chapters reveal how intersections of social identities and inequalities shape participation and engagement in science. Particular attention is given to explicating issues of theory and method, identifying the potential and limitations of approaches and lacunae in existing knowledge. The book showcases research from a range of disciplinary areas, employing diverse methodological and conceptual approaches to investigate science identities across different fields and settings. The collection offers a rich and comprehensive understanding of how science identity can be used conceptually, methodologically and analytically to understand how learners and teachers relate to, and make sense of, science. It's a valuable resource for students, researchers and academics in the field of science education and anyone who is interested in identity and education.

Autorentext

Henriette Tolstrup Holmegaard is an associate professor at the department of science education, University of Copenhagen. She holds a Ph.D. in Higher science education. Her research centers on students' transitions, choices and identity-negotiations in relation to science and engineering across the educational system. Currently Henriette work dedicated on researching the inequalities that transcend science practices, cultures and spaces within different science disciplines from an equity perspective. Together with Louise Archer, Henriette was the co-founder of the ESERA special interest group in Science Identities. She has been engaged in NARST committee work and served as an associated editor of the journal JRST. Henriette is a key figure in forming a community for science identity researchers within science education. This book is a result of bringing different researchers within this field together. Louise Archer is the Karl Mannheim Professor of Sociology of Education at University College London and is co-chair of the Centre for Sociology of Education and Equity. She holds a PhD in Social Psychology. Her current research focuses on STEM educational identities and inequalities, particularly in relation to gender, social class and 'race'/ethnicity, across formal and informal learning settings. Louise has authored 100+ publications, including books and journals articles. She has worked extensively with STEM teachers and informal learning educators to support equitable STEM practice, for which she has been awarded a number of prizes. Together with Henriette T Holmegaard, Louise has was the co-founder of the ESERA special interest group in Science Identities.