Heidi B Carlone
Biographic Data
| ID | 641272 |
|---|---|
| NAME | Heidi B Carlone |
| GIVEN NAMES | Heidi B |
| FAMILY NAME | Carlone |
| SIGNATURE | CARLONE H B |
| AFFILIATIONS | University of North Carolina at Greensboro |
| ORCID | 0000-0002-6801-0876 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 181 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Identity Play
This study introduces identity play as an analytic construct for science education to explore improvisational dimensions of middle school students' STEM identity development in multiple out‐of‐school learning experiences focused on environmental problem‐solving. Tracking identity affiliations across time scales (weeks and years), we observed playful, unpredictable, nonlinear, and dynamic narratives of self. Their identities did not progress stabl…
Getting along” and “using evidence”
Elementary engineering, as an emergent or “contentious” practice, is fertile ground for cultural analysis. Contentious practice (Holland, D., & Lave, J. (2001). History in person : Enduring struggles , contentious practice , intimate identities . School of American Research Press) highlights how historically enduring narratives of science, engineering, schooling, and minoritized youth get taken up, figured, and refigured in local practice. The st…
Leaving the laboratory
Field Ecology
Science education has become a valuable market tool, serving the knowledge economy and technocratic workforce that celebrates individualism, meritocracy, entrepreneurship, rational thought, and abstract knowledge. Field ecology, however, could be a modest, but imaginable contestation of market-driven neoliberal ideology. We explored diverse high school youths’ meaning making of a summer field ecology research experience. Youths’ narratives, elici…
Becoming (less) scientific: A longitudinal study of students' identity work from elementary to middle school science
Students' declining science interest in middle school is often attributed to psychological factors like shifts of motivational values, decrease in self-efficacy, or doubts about the utility of schooling in general. This paper adds to accounts of the middle school science problem through an ethnographic, longitudinal case study of three diverse students' identity work from fourth- to sixth-grade school science. Classroom observations and interview…
Unpacking ‘culture’ in cultural studies of science education
In this article, we explore three anthropological approaches to science education research: funds of knowledge, third space/hybridity and practice theory. Definitions, historical origins, uses and constraints of each approach are included along with reviews of exemplary studies in each tradition. We show that funds of knowledge research draws on an earlier research tradition, cultural difference theory and rests on an assumption that groups build…
Ethnographies of science education
This article is an introductory essay to the Ethnography and Education special issue Ethnographies of science education: situated practices of science learning for social/political transformation
Understanding the science experiences of successful women of color
In this study, we develop a model of science identity to make sense of the science experiences of 15 successful women of color over the course of their undergraduate and graduate studies in science and into science-related careers. In our view, science identity accounts both for how women make meaning of science experiences and how society structures possible meanings. Primary data included ethnographic interviews during students' undergraduate c…
Understanding the science experiences of successful women of color
In this study, we develop a model of science identity to make sense of the science experiences of 15 successful women of color over the course of their undergraduate and graduate studies in science and into science-related careers. In our view, science identity accounts both for how women make meaning of science experiences and how society structures possible meanings. Primary data included ethnographic interviews during students' undergraduate c…
Ethnographies of science education
This article is an introductory essay to the Ethnography and Education special issue Ethnographies of science education: situated practices of science learning for social/political transformation
Unpacking ‘culture’ in cultural studies of science education
In this article, we explore three anthropological approaches to science education research: funds of knowledge, third space/hybridity and practice theory. Definitions, historical origins, uses and constraints of each approach are included along with reviews of exemplary studies in each tradition. We show that funds of knowledge research draws on an earlier research tradition, cultural difference theory and rests on an assumption that groups build…
Understanding the science experiences of successful women of color
In this study, we develop a model of science identity to make sense of the science experiences of 15 successful women of color over the course of their undergraduate and graduate studies in science and into science-related careers. In our view, science identity accounts both for how women make meaning of science experiences and how society structures possible meanings. Primary data included ethnographic interviews during students' undergraduate c…
Unpacking ‘culture’ in cultural studies of science education
In this article, we explore three anthropological approaches to science education research: funds of knowledge, third space/hybridity and practice theory. Definitions, historical origins, uses and constraints of each approach are included along with reviews of exemplary studies in each tradition. We show that funds of knowledge research draws on an earlier research tradition, cultural difference theory and rests on an assumption that groups build…
Ethnographies of science education
This article is an introductory essay to the Ethnography and Education special issue Ethnographies of science education: situated practices of science learning for social/political transformation
Becoming (less) scientific: A longitudinal study of students' identity work from elementary to middle school science
Students' declining science interest in middle school is often attributed to psychological factors like shifts of motivational values, decrease in self-efficacy, or doubts about the utility of schooling in general. This paper adds to accounts of the middle school science problem through an ethnographic, longitudinal case study of three diverse students' identity work from fourth- to sixth-grade school science. Classroom observations and interview…
Field Ecology
Science education has become a valuable market tool, serving the knowledge economy and technocratic workforce that celebrates individualism, meritocracy, entrepreneurship, rational thought, and abstract knowledge. Field ecology, however, could be a modest, but imaginable contestation of market-driven neoliberal ideology. We explored diverse high school youths’ meaning making of a summer field ecology research experience. Youths’ narratives, elici…
Leaving the laboratory
Getting along” and “using evidence”
Elementary engineering, as an emergent or “contentious” practice, is fertile ground for cultural analysis. Contentious practice (Holland, D., & Lave, J. (2001). History in person : Enduring struggles , contentious practice , intimate identities . School of American Research Press) highlights how historically enduring narratives of science, engineering, schooling, and minoritized youth get taken up, figured, and refigured in local practice. The st…
Identity Play
This study introduces identity play as an analytic construct for science education to explore improvisational dimensions of middle school students' STEM identity development in multiple out‐of‐school learning experiences focused on environmental problem‐solving. Tracking identity affiliations across time scales (weeks and years), we observed playful, unpredictable, nonlinear, and dynamic narratives of self. Their identities did not progress stabl…
Sociology (6 works) · Pedagogy (5 works) · Political science (5 works) · Science education (5 works) · Computer Science (3 works) · Diverse Educational Innovations Studies (3 works) · Educational Environments and Student Outcomes (3 works) · Politics (3 works) · Psychology (3 works) · Anthropology (2 works)