Accessing the elite figured world of science

Area of Science:

• Science education research
• Sociology of science
• Informal learning environments

Background:

• Cultural discourses often portray science as an elite field, creating barriers for many individuals.
• Understanding identity construction is crucial for addressing underrepresentation in science.
• Previous research highlights the impact of sociohistorical and cultural factors on science engagement.

Purpose of the Study:

• To critically analyze identity construction among individuals new to post-secondary science.
• To examine the role of cultural production theory in understanding science as elite discourses.
• To explore strategies for informal learning spaces to counteract science as elite barriers.

Main Methods:

• Critical discourse analysis of an online forum for latecomers to science.
• Application of the analytic framework for figured worlds.
• Examination of cultural production theory's affordances.

Main Results:

• The study identifies how "science as elite" discourses shape individuals' sense of belonging and identity in science.
• Analysis reveals the mechanisms through which cultural narratives influence "latecomers" to science.
• Informal learning spaces can be designed to actively dismantle these exclusionary narratives.

Conclusions:

• Challenging "science as elite" perceptions is vital for broadening participation in science.
• Informal science learning environments offer unique opportunities to foster inclusive science identities.
• Further research is needed on effective interventions in informal settings to promote science identification.