An Integrative Cultural Model to better situate marginalized science students in postsecondary science education

• Published in: Cultural studies of science education 2018-09, Vol.13 (3), p.785-796
• Main Authors: Labouta, Hagar Ibrahim, Adams, Jennifer Dawn, Cramb, David Thomas
• Format: Article
• Language: English
• Subjects: Academic Persistence; Classrooms; College Students; Cultural factors; Cultural Influences; Disadvantaged; Discourse Analysis; Dropouts; Education; Educational Environment; Educational Practices; Forum; Instructional Effectiveness; Internet; Learner Engagement; Postsecondary Education; Qualitative analysis; Science Education; Science Instruction; Self Actualization; Sociology of Education; Students; Teacher Effectiveness
• ISSN: 1871-1502; 1871-1510
• DOI: 10.1007/s11422-018-9857-1

In this paper we reflect on the article “I am smart enough to study postsecondary science: a critical discourse analysis of latecomers’ identity construction in an online forum”, by Phoebe Jackson and Gale Seiler (Cult Stud Sci Educ. https://doi.org/10.1007/s11422-017-9818-0 ). In their article, the authors did a significant amount of qualitative analysis of a discussion on an online forum by four latecomer students with past negative experiences in science education. The students used this online forum as an out-of-class resource to develop a cultural model based on their ability to ask questions together with solidarity as a new optimistic way to position themselves in science. In this forum, we continue by discussing the identity of marginalized science students in relation to resources available in postsecondary science classes. Recent findings on a successful case of a persistent marginalized science student in spite of prior struggles and failures are introduced. Building on their model and our results, we proposed a new cultural model, emphasizing interaction between inside and outside classroom resources which can further our understanding of the identity of marginalized science students. Exploring this cultural model could better explain drop-outs or engagement of marginalized science students to their study. We, then, used this model to reflect on both current traditional and effective teaching and learning practices truncating or re-enforcing relationships of marginalized students with the learning environment. In this way, we aim to further the discussion initiated by Jackson and Seiler and offer possible frameworks for future research on the interactions between marginalized students with past low achievements and other high and mid achieving students, as well as other interactions between resources inside and outside science postsecondary classrooms.