Unraveling the Complexities of Science Identity Development among First-generation College Students in Learning Assistant-Supported Introductory Science Classes

Abstract

This dissertation investigated the science identity development of first-generation college students (FGCS) within learning assistant (LA) -supported science classes. The research aimed to uncover the complex and multifaceted processes through which FGCS come to see themselves as "science people" and how various elements of the educational environment influence this identity development. Conducted through three interrelated studies, this dissertation integrates identity theory with a science identity framework within an interpretivist paradigm to provide a comprehensive understanding of the personal and contextual factors at play. Manuscript 1 explored the initial perceptions and descriptions of a particular group of FGCS. Findings revealed that these FGCS described a "science person" through the lens of nature-identity, viewing scientific capability as an inherent trait. Participants often believed that being good at science was something innate rather than a skill that could be developed. This mindset posed a significant barrier to their self-identification as science people. Manuscript 2 examined the impact of LA-supported learning environments on FGCS science identity development and what factors within the learning environment impacted their science identity. The study revealed that vicarious experiences, verbal recognition, and mastery experiences provided by LAs significantly enhance FGCS science identity. Key factors within the learning environment, such as collaborative group work, peer teaching, engaging course material, and a supportive classroom atmosphere, are crucial for positive science identity development. Manuscript 3 provided a detailed narrative of Tea, a nontraditional FGCS, highlighting her science identity trajectory over a semester. Tea's journey highlights initial challenges, such as self-doubt and feelings of isolation, which were mitigated through consistent support and encouragement from her LA. Tea initially described a science person using nature identity, attributing scientific ability to innate traits. However, through her interactions with LAs, Tea's perception evolved. The manuscript highlighted Tea’s science identity trajectory and the factors supporting her development. Findings highlight the importance of mastery experiences, verbal persuasion, and a growth mindset in fostering science identity. The findings from these studies collectively emphasize the significant role of supportive educational environments in the science identity development of FGCS. The dissertation contributes to the field by highlighting the critical role of LAs in creating inclusive and flexible learning environments that foster a sense of belonging and engagement among some FGCS. Practical implications for practice include adopting and enhancing LA programs and adopting inclusive learning environments, which broadly aligns with the most recent recommendations for evidence-based teaching. Future research directions are suggested to explore supportive learning environments further as a construct that impacts science identity.