Latinas as Scientists: Positioning Scientific Identities Bilingually

Autor/in	Avila, Antonieta
Titel	Latinas as Scientists: Positioning Scientific Identities Bilingually
Quelle	In: Theory Into Practice, 58 (2019) 3, S.209-216 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Avila, Antonieta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2019.1607655
Schlagwörter	Scientists; Learner Engagement; Bilingual Education; Elementary School Students; Persistence; Science Education; Engineering Education; Career Awareness; Discourse Communities; Self Concept; Females; Student Participation; Interpersonal Relationship; Classroom Environment; Freehand Drawing; Hispanic American Students + Suchen Sie Ihr Suchwort? Scientist; Wissenschaftler; Bilingual teaching; Bilingualer Unterricht; Ausdauer; Naturwissenschaftliche Bildung; Ingenieurausbildung; Karrierebewusstsein; Selbstkonzept; Weibliches Geschlecht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Klassenklima; Unterrichtsklima; Drawing; Zeichnen; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01