Science Identities

Edited by Henriette T. Holmegaard, this collection brings together established and emerging research on science identity, a topic that has drawn growing interest. The contributors show how the concept can help explain uneven patterns of participation in science across different schools, countries and educational settings.

The chapters examine how overlapping social identities shape who takes part in science and how fully they engage with it. A good deal of attention goes to theory and method. The authors assess what various approaches can and cannot offer, and they point to gaps in what is currently known.

Drawing on several academic disciplines, the contributors use a range of methodological and conceptual approaches to study science identity in different fields and settings. Together, the chapters show how the idea can be applied as a conceptual, methodological and analytical tool for understanding how learners and teachers connect with science and make sense of it.

The volume is aimed at students, researchers and scholars in science education, and it will also interest anyone curious about the relationship between identity and education.