“Quite ironic that even I became a natural scientist”

Students' imagined identity trajectories in the Figured World of Higher Education Biology

Bibliographic Data

ID21392849
AuthorsKaterina Pia Günter (0000-0002-8520-2642, Centre for Gender Research Uppsala University Uppsala Sweden, corresponding author), Annica Gullberg (0000-0002-7828-3173, Centre for Gender Research Uppsala University Uppsala Sweden), Ingrid Ahnesjö (0000-0002-9942-5687, Department of Ecology and Genetics, Animal Ecology Uppsala University Uppsala Sweden)
Year2021
Volume105
Issue5
Pages837-854
Publication date2021-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueScience Education (JOURNAL)
Journal identifiersISSN: 0036-8326 • E-ISSN: 1098-237X
PublisherWiley (PUBLISHER • GB)
DOI10.1002/sce.21673
OpenAlexW3178664336
LanguageEN
Citations received5
References cited44

Studying biology entails negotiating knowledges, identities, and what paths, more or less well‐trodden, to follow. Knowledges, identities, and paths within the very practices of science are fundamentally gendered and it is, therefore, critical to recognize when exploring students' learning and participation in natural sciences. Even though students' numbers in undergraduate Higher Education Biology are female‐biased, it does not mean that gendered processes are absent. In this study, we focus on early undergraduate biology students' identity work at a Swedish university, analyzing 55 study motivation texts discursively. Embedded in a Figured Worlds framework, we explore how students imagined and authored themselves in(to) the Figured World of Higher Education Biology along two imagined identity trajectories, the Straight Biology Path and the Backpacking Biology Path. While the first and numerically dominant imagined trajectory entails typical stories of a scientific child striving toward a research career, the latter recognizes broad interests and biology competences to be collected in a backpack for transdisciplinary use. Students imagining the Backpacking Biology Path authored themselves in relation to and explicitly not as having a linear trajectory, which positions the Straight Biology Path as dominant and culturally recognized. Our findings reveal gendered myths about science practices present in Higher Education Biology, yet also contested through alternative imaginaries. We, thereby, show that it is crucial for Higher Biology and Science Education to be aware of how students imagine their trajectories and how they negotiate masculine norms of science to create spaces for diverse and alternative identity trajectories

Aesthetics · Art · Biology · Epistemology · Identity (music) · Literature · Mathematics education · Mythology · Natural (archaeology) · Negotiation · Pedagogy · Science education · Social science · Sociology · Career Development and Diversity · Gender Diversity and Inequality · Interdisciplinary Research and Collaboration · Psychology

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