東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

(Un)Becoming-Scientist-With: Mapping...

Ayers, Katherine Ann,

FindBook

Google Book

Amazon

博客來

(Un)Becoming-Scientist-With: Mapping Material-Discursive Forces That Shape Undergraduate Students' Science Identity Development Across the STEMM Learning Ecosystem /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	(Un)Becoming-Scientist-With: Mapping Material-Discursive Forces That Shape Undergraduate Students' Science Identity Development Across the STEMM Learning Ecosystem // Katherine Ann Ayers.
作者:	Ayers, Katherine Ann,
面頁冊數:	1 electronic resource (131 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-10, Section: A.
Contained By:	Dissertations Abstracts International86-10A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31846439
ISBN:	9798310384743

(Un)Becoming-Scientist-With: Mapping Material-Discursive Forces That Shape Undergraduate Students' Science Identity Development Across the STEMM Learning Ecosystem /
Ayers, Katherine Ann,

(Un)Becoming-Scientist-With: Mapping Material-Discursive Forces That Shape Undergraduate Students' Science Identity Development Across the STEMM Learning Ecosystem /Katherine Ann Ayers. - 1 electronic resource (131 pages)

Source: Dissertations Abstracts International, Volume: 86-10, Section: A.

This dissertation examines the material and discursive agents that shape undergraduate students' science identity development within a science, technology, engineering, math and medicine (STEMM) ecosystem in the Southern United States. Using Karen Barad's agential realism as a theoretical framework, the study conceptualizes science identity as a dynamic process of (un)becoming-scientist-with, emphasizing the intra-actions of material and discursive agents across formal and informal STEMM learning spaces. Drawing on narrative inquiry methods and graphic elicitation (ecomaps) interviews, this post-qualitative study maps the entanglements of racism, discrimination, and systemic barriers that affect science identity construction. Four undergraduate participants engaged in STEMM programs affiliated with the STEMM ecosystem shared stories about the ways that spatial configurations, pedagogical practices, and material conditions shape their relationships with questions and questioning. The findings highlight how systemic racism, and other exclusionary forces operate as adaptive agents, reinforcing boundaries of inclusion and exclusion in science education. The study also identifies mechanisms within the STEMM ecosystem that foster recognition and belonging, offering insights into how justice-oriented pedagogical reforms can disrupt inequitable power dynamics. This research contributes to the fields of STEMM education and identity studies by integrating agential realism into the analysis of science identity development. It underscores the need for an ecosystem perspective that accounts for the relational and contextual nature of learning environments. The findings advocate for reconfiguring STEMM ecosystems to promote equity, fostering inclusive spaces where all students can meaningfully engage in the process of becoming scientists. This study provides actionable insights for practitioners and policymakers aiming to advance justice and inclusivity in STEMM education.

English

ISBN: 9798310384743Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Agential realism

(Un)Becoming-Scientist-With: Mapping Material-Discursive Forces That Shape Undergraduate Students' Science Identity Development Across the STEMM Learning Ecosystem /
LDR:03574nmm a22004453i 4500 001 2433400
005 20250825062324.5
006 m o d
007 cr|nu||||||||
008 261011s2025 miu||||||m |||||||eng d
020 $a 9798310384743
035 $a (MiAaPQD)AAI31846439
035 $a AAI31846439
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Ayers, Katherine Ann, $e author. $3 3822993
245 1 0 $a (Un)Becoming-Scientist-With: Mapping Material-Discursive Forces That Shape Undergraduate Students' Science Identity Development Across the STEMM Learning Ecosystem / $c Katherine Ann Ayers.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2025
300 $a 1 electronic resource (131 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-10, Section: A.
500 $a Advisors: Happel Parkins, Alison Committee members: Mohorn-Mintah, Olayinka; Nordstrom, Susan N.
502 $b Ph.D. $c The University of Memphis $d 2025.
520 $a This dissertation examines the material and discursive agents that shape undergraduate students' science identity development within a science, technology, engineering, math and medicine (STEMM) ecosystem in the Southern United States. Using Karen Barad's agential realism as a theoretical framework, the study conceptualizes science identity as a dynamic process of (un)becoming-scientist-with, emphasizing the intra-actions of material and discursive agents across formal and informal STEMM learning spaces. Drawing on narrative inquiry methods and graphic elicitation (ecomaps) interviews, this post-qualitative study maps the entanglements of racism, discrimination, and systemic barriers that affect science identity construction. Four undergraduate participants engaged in STEMM programs affiliated with the STEMM ecosystem shared stories about the ways that spatial configurations, pedagogical practices, and material conditions shape their relationships with questions and questioning. The findings highlight how systemic racism, and other exclusionary forces operate as adaptive agents, reinforcing boundaries of inclusion and exclusion in science education. The study also identifies mechanisms within the STEMM ecosystem that foster recognition and belonging, offering insights into how justice-oriented pedagogical reforms can disrupt inequitable power dynamics. This research contributes to the fields of STEMM education and identity studies by integrating agential realism into the analysis of science identity development. It underscores the need for an ecosystem perspective that accounts for the relational and contextual nature of learning environments. The findings advocate for reconfiguring STEMM ecosystems to promote equity, fostering inclusive spaces where all students can meaningfully engage in the process of becoming scientists. This study provides actionable insights for practitioners and policymakers aiming to advance justice and inclusivity in STEMM education.
546 $a English
590 $a School code: 1194
650 4 $a Education. $3 516579
650 4 $a Educational psychology. $3 517650
650 4 $a Science education. $3 521340
650 4 $a Higher education administration. $3 2122863
653 $a Agential realism
653 $a Post-qualitative
653 $a Science identity
653 $a Ecosystem perspective
653 $a Undergraduate students
690 $a 0515
690 $a 0525
690 $a 0446
690 $a 0714
710 2 $a The University of Memphis. $b Educational Psychology & Research. $e degree granting institution. $3 3822994
720 1 $a Happel Parkins, Alison $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-10A.
790 $a 1194
791 $a Ph.D.
792 $a 2025
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31846439