Becoming a "Science Person": Faculty Recognition and the Development of Cultural Capital in the Context of Undergraduate Biology Research

Autor/inn/en	Thompson, Jennifer Jo; Jensen-Ryan, Danielle
Titel	Becoming a "Science Person": Faculty Recognition and the Development of Cultural Capital in the Context of Undergraduate Biology Research
Quelle	In: CBE - Life Sciences Education, 17 (2018) 4, Artikel 62 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.17-11-0229
Schlagwörter	Cultural Capital; Student Role; Undergraduate Students; College Faculty; Biology; Science Instruction; Mentors; Teacher Student Relationship; Family Relationship; Self Concept; Research Opportunities; Educational Experience; Student Attitudes; Teacher Attitudes; Longitudinal Studies; Ethnography; Vignettes; Science Careers; Disproportionate Representation; Student Characteristics; Student Participation + Suchen Sie Ihr Suchwort? Fakultät; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstkonzept; Forschungshaushalt; Bildungserfahrung; Schülerverhalten; Lehrerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ethnografie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	We argue that cultural capital plays an underexamined role in students' recognition as budding scientists by faculty. By triangulating interview data from undergraduates and faculty mentors in a multi-institutional biology research network, we identified a set of intersecting domains of capital that help render students recognizable to faculty. We argue that faculty recognition often reflects a (mis)alignment between the cultural capital that students possess and display and what faculty expect to see. To understand "why" mis- or underrecognition occurs, and how this influenced students' opportunities to further develop cultural capital, we explored our data set for patterns of explanation. Several key themes cut across students' experiences and influenced their recognition by faculty: Faculty more easily recognized students interested in research science trajectories and those involved in institutional programs to support science, technology, engineering, and mathematics success. Students with competing family responsibilities struggled to maintain faculty recognition. Finally, faculty who broadened their scopes of recognition were able to affirm the science identities of students with fewer incoming cultural resources in science and support their development of capital. Students can and do develop scientific cultural capital through practice, but this requires access to research and mentorship that explicitly teaches students the implicit "rules of the game." (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01