Intersecting Identities: A Look at How Ethnic Identity Interacts With Science Identity in Native Hawaiian and Pacific Islander Students.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Rebeka F Greenall, Jose Gaspar de Alba, Samara Nichols, G E Kawika Allen, Elizabeth G Bailey
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Abstract

Understanding the experiences of Native Hawaiian and Other Pacific Islander (NHPI) students in science courses can help us foster inclusivity and belonging for these often excluded and unacknowledged students. Using social influence theory as a framework, we investigated the intersection between ethnic-racial identity and science identity in NHPI students to better understand their experiences in undergraduate Biology courses. We collected both quantitative and qualitative data and used concurrent triangulation design in our mixed-methods approach. Quantitative data include measures of student pre- and post-course science identity, self-efficacy, alignment with science values, sense of belonging, environmental concern, strength of ethnic-racial identity, and the interaction between ethnic-racial and science identity. We measured environmental concern because NHPI cultures often have strong connections with the environment that may overlap well with environmental science values. Qualitative data included short responses to survey questions that asked students to describe the interaction between their science identity and their ethnicity. We found that NHPI and non-NHPI students do not significantly differ in any construct we measured, nor do they experience different gains across a semester when comparing pre- and post-scores. We also found that NHPI students' feelings concerning the intersection of their ethnic and science identities are varied and complex, with some students expressing feelings of conflict and many others expressing a strengthening relationship between those identities. We discuss implications for instructors and encourage them to acknowledge the community culture of wealth NHPI students bring to the classroom because of their ethnic-racial identities.

交叉身份:夏威夷原住民和太平洋岛民学生的种族身份如何与科学身份互动。
了解夏威夷原住民和其他太平洋岛民(NHPI)学生在科学课程中的经历,可以帮助我们培养这些经常被排斥和不被承认的学生的包容性和归属感。以社会影响理论为框架,我们调查了NHPI学生的种族认同和科学认同之间的交叉点,以更好地了解他们在本科生物学课程中的经历。我们收集了定量和定性数据,并在混合方法中使用了并行三角测量设计。定量数据包括学生课程前和课程后的科学认同、自我效能感、与科学价值观的一致性、归属感、环境关注、种族认同的强度以及种族认同与科学认同之间的互动。我们衡量环境问题是因为NHPI文化通常与环境有着密切的联系,这可能与环境科学价值观有很好的重叠。定性数据包括对调查问题的简短回答,这些问题要求学生描述他们的科学身份和种族之间的互动。我们发现,NHPI和非NHPI学生在我们测量的任何结构上都没有显著差异,在比较前后成绩时,他们在整个学期中也没有获得不同的收获。我们还发现,NHPI学生对其种族和科学身份交叉的感受是多样而复杂的,一些学生表达了冲突的感受,而许多其他学生则表达了这些身份之间日益加强的关系。我们讨论了对教师的影响,并鼓励他们承认NHPI学生因其种族身份而给课堂带来的社区财富文化。
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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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