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Field biology courses can be formative learning experiences that develop students’ science identities. Yet, they can also pose challenges to students that may disaffirm their science identities—especially to those who identify with underrepresented, excluded, and minoritized groups. It is largely unknown how students’ social (e.g., gender) and pers...
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Context 1
... participants represent a convenience sample of students enrolled in introductory (n = 16) and advanced (n = 12) field biology courses at a research-intensive university in the Northeastern United States in the Fall of 2021. Self-reported demographic information for the subset of students who participated in interviews can be found in Table 1. All interviewees consented to take part in the research, which was approved by the Cornell University Institutional Review Board under exempt protocol no. ...Context 2
... student explained in their interview that they saw their UEM racial/ethnic identities as most important to their field biology course experiences (Table 10, Quote A). Here, this student describes an intersection between their multiple UEM racial and ethnic identities, describing that they did not want to make these identities important in the field course space due to their awareness of stereotypes centered around these identities. ...Context 3
... the card sorting task, two students described intersections between their UEM gender identity and non-UEM racial/ethnic identity as they navigated academic research spaces like field biology (Table 10, Quotes B and C). These students detail feelings of privilege via a sense of safety garnered by their non-UEM racial identity when doing field research for the course. ...Context 4
... addition to these social factors, structural factors (e.g., lack of representation, privilege) further mediated intersections between aspects of students' science identities and their social and personal identities (Tables 4-9), which varied in importance (Figure 3). Last, a subset of students described intersecting identities (Jones and McEwen, 2000;Stets and Burke, 2000;Stryker and Burke, 2000) between multiple social identities (e.g., race and gender identities) and their science identities (Table 10). In these cases, students perceived intersections between their multiple social identities, the combined effects of which resulted in perceived advantages and disadvantages in undergraduate field biology courses. ...Context 5
... of Representation. Despite maintaining some alignment with the Expanded Model of Science Identity (Figure 1), we found that students' social identities intersected with their science identities in ways that often went beyond this model and toward the recognition of broader structural issues in field biology education ( Figure 4A; Tables 4-10). For instance, students who chose cards for UEM genders (e.g., Table 4, Quote D) and races/ethnicities (e.g., Table 5, Quote F) discussed a lack of representation of those who share their identities in field biology. ...Context 6
... stereotypes communicated a lack of support to students and further made them question their science identities. This awareness of stereotypes further mediated intersections between students' science and social identities, wherein one student discussed downplaying aspects of their social identity to negate stereotypes they believed were associated with their identity (Table 10, Quote A). Students can perceive field-intensive disciplines as having low earnings potential or lacking academic prestige (Snieder and Spiers, 2002;Hoisch and Bowie, 2009). ...Context 7
... example, two students described how their non-UEM racial/ethnic identity afforded them with a sense of safety as they performed fieldwork for the course. However, their UEM gender identity made them feel less safe in remote areas (Table 10, Quotes B and C). These observed intersections between students' multiple social identities are best captured through the integration of intersecting identities (Jones and McEwen, 2000;Stets and Burke, 2000;Stryker and Burke, 2000) into the Model of Student Identities in Field Biology Courses ( Figure 4B). ...