Latinas as Scientists
Positioning Scientific Identities Bilingually
Bibliographic Data
| ID | 4254819 |
|---|---|
| Authors | Alondra Avila (0000-0001-6582-122X, corresponding author) |
| Year | 2019 |
| Volume | 58 |
| Issue | 3 |
| Pages | 209-216 |
| Publication date | 2019-07-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2019.1607655 |
| OpenAlex | W2938570018 |
| Language | EN |
| Citations received | 4 |
| References cited | 12 |
If we are to engage more women and Culturally and Linguistically Diverse (CLD) students to study science, it is important to understand issues of identity and engagement in science. By utilizing identity texts to stimulate the development of scientific identities, practitioners can better understand the process of how young Latinas present and represent their emerging scientific identities to better support their perseverance within the science fields. Studying various texts and illustrations, through textual and discourse analysis, researchers can focus on how they serve as identity texts. Moreover, identity texts serve as a reflection and presentation of emerging scientific identities to enhance the process of identity investment and affirmation. This article examines how identity texts in bilingual elementary classrooms can help position young Latinas as those who do science
Aesthetics · Cultural identity · Focus (optics · Identity (music · Identity formation · Pedagogy · Presentation (obstetrics · Science education · Self-concept · Social science · Sociology · Critical Race Theory in Education · Literacy, Media, and Education · Psychology · Teacher Education and Leadership Studies
| Citations per year | 0.8 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |