"I could see myself as a chemist": A case study on the science identity formation of nine Mexican American girls in high school chemistry

CHED 839

Renee P. Beeton, pete4878@unco.edu1, Genie Canales, Genie.Canales@unco.edu2, and Loretta L. Jones1. (1) Department of Chemistry and Biochemistry, University of Northern Colorado, 3480 Ross Hall, Campus Box 100, Greeley, CO 80639, (2) Department of Hispanic Studies, University of Northern Colorado, Candelaria 0096, Campus Box 87, Greeley, CO 810639
Mexican Americans are a rapidly growing ethnic group in the United States. However, they are noticeably absent from physical science fields. Little research has been done to explore the experiences of Mexican American girls in high school chemistry. Multicultural feminism and situated cognition framed this case study that examined the science and chemistry experiences of nine Mexican American girls in high school chemistry. The focus of the study was to explore the formation of their school identities and how these identities have affected their attitudes towards high school chemistry and future science careers. The girls were observed in the chemistry classroom and participated in focus groups and in-depth interviews. It was found that in order for the girls to aspire to go into a science career they needed to have three related, but distinct positive identities: school, college, and science. Social connections and expectations were important in fostering these identities.
 

Research in Chemical Education
1:30 PM-4:05 PM, Monday, March 26, 2007 McCormick Place North -- Room N227A, Level 2, Oral

Division of Chemical Education

The 233rd ACS National Meeting, Chicago, IL, March 25-29, 2007