For the final journal club article of the academic year we have an article from a CLAS alumni, Dr. Paul Le. In this study Le et. al. interviewed students in five introductory biology courses to better understand the process of science identity production in those courses. Identity production is defined as a process where an individual determines who they are through their own understanding and participation in a specific context, the science classroom. They found that some aspects of identity development can be influenced by the practices, expectations, and language of the instructor, as such instructors should consider their goals and intentions with those aspects of their courses. 

The Study

This study looked at the science identity production of students in several introductory biology courses. Identity production is the process of developing an identity through conceptual, social, cultural, and intellectual engagement within a specific context, the science classroom in this case. The authors use the figured worlds framework, how someone interprets their experiences and interactions with others, to guide their analysis of identity production. Identity production within figured worlds refers to conceptual identity production, student’s conceptions of who they are and who they want to be, along with procedural identity production, the practice of their science identity and engagement with science. They found that several characteristics and practices of the instructor can strongly influence the science identity production of students, the established norms, the language used, and the expectations of engagement within the course.

Students from five introductory biology courses taught with active-learning practices by 5 different instructors were solicited for interviews. 26 students were interviewed for this study, 17 female, 8 male, & 1 gender-nonconforming student. Of the interview participants, 35% were underrepresented minority students while 65% were not.

Results

The results show that instructors need to be aware of aspects of course design and engagement that may be taken for granted and how they impact the identity production of students. Identity production is partially based on classroom norms such as the style and types of activities and interactions. These norms and activities are reflective of what the instructor values in the classroom. Instructor discourse also influences identity development of students. The language instructors use can make their students feel included or excluded. A focus on the process of implementing learning activities and how students are expected to engage in them can positively or negatively impact their identity development. Instructors need to consider their goals and intentions in the classroom norms, activities and interactions, the language they use, and the engagement expectations they have for their students as these can all impact the identity production of the students in positive or negative ways depending on the implementation.

Full Paper: Le, P. T., Doughty, L., Thompson, A. N., & Hartley, L. M. (2019). Investigating undergraduate biology students’ science identity production. CBE—Life Sciences Education, 18(4), ar50.