A CASE STUDY: Science Identity Formation of Mexican American Females in High School Chemistry

Mexican Americans are noticeably underrepresented in physical science fields. The purpose of this study was to explore the possible association between Mexican American female high school chemistry students' social and educational experiences in chemistry and science and their development (or rejection) of a science identity, that is, seeing themselves as future scientists. The all-encompassing theoretical frameworks were mestiza/o psychology, multicultural feminism, Chicana feminism, and identity based upon situated cognition. The researchers used in-depth interviews, classroom observations, and a focus group. From the data, five important identities emerged: ethnic, gender, college, science, and student. These identities influenced how the students conceptualized their social and educational experiences in chemistry and science. Regarding attitudes and aspirations in science, there was a relationship among college, science, and student identities. Having a personal connection to a successful member within a science community of practice was paramount to the young women's self-perception as potential members of the science community.