Investigating Undergraduate Biology Students' Science Identity Production

• Published in: CBE life sciences education Vol. 18; no. 4; p. ar50
• Main Authors: Le, Paul T, Doughty, Leanne, Thompson, Amreen Nasim, Hartley, Laurel M
• Format: Journal Article
• Language: English
• Published: United States American Society for Cell Biology 01.12.2019
• Subjects: Biology; Biology - education; Classroom Environment; Ethnicity; Female; Gender Identity; Humans; Influences; Introductory Courses; Majors (Students); Male; Race; Science Instruction; Self Concept; Sense of Community; Sexual Identity; Social Identification; Student Attitudes; Student Development; Student Experience; Students; Undergraduate Students; Universities
• ISSN: 1931-7913; 1931-7913
• DOI: 10.1187/cbe.18-10-0204

Identity production is a complex process in which a person determines who he or she is via internal dialogue and sociocultural participation. Understanding identity production is important in biology education, because students' identities impact classroom experiences and their willingness to persist in the discipline. Thus, we suggest that educators foster spaces where students can engage in producing science identities that incorporate positive perceptions of who they are and what they have experienced. We used Holland's theory of identity and Urrieta's definitions of conceptual identity production (CIP) and procedural identity production (PIP) to explore the process of students' science identity production. We interviewed 26 students from five sections of a general biology course for majors at one higher education institution. The interview protocol included items about students' identities, influential experiences, perceptions of science, and perceptions of their classroom communities. From the interviews, we developed hierarchical coding schemes that focused on characterizing students' CIP and PIP. Here, we describe how students' socially constructed identities (race, gender, etc.) and their experiences may have impacted the production of their science identities. We found that authoring (i.e., making meaning of) experiences and recognition by others as a community member influenced students' science identity production.