Abstract

Students’ identities shape and are shaped by learning experiences inside and outside classrooms. Three recent papers present theoretical frameworks for understanding the complex dynamics of identity development with implications for equity in science and mathematics education.

Vol. 19, No. 2

June 01, 2020

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© 2020 J. Gouvea. CBE—Life Sciences Education © 2020 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

I would like to thank Jessica Watkins for bringing these papers to my attention.

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Recent Research on Students’ Identities: Advancing Theory and Practice to Disrupt Inequities

Abstract