Authoring identity amidst the treacherous terrain of science: A multiracial feminist examination of the journeys of three women of color in science
Abstract
The study of the identity processes of women of color in science‐based fields helps us (a) find ways to support similar women, and (b) study the dynamics of inequity, within and beyond science. Participants in this study (a Black woman, a Latina, and an American Indian woman) survived inadequate high schools and discouraging college science departments to win formal recognition (fellowships, publications). Using multiracial feminist theory, including intersectionality, and practice theory, we conceptualize authoring of identity as an ongoing process. Qualitative methods were designed around Black feminist precepts of caring and personal accountability, the use of concrete experience and of dialogue (Collins, 2000a ). Participants' opportunities to author legitimate science identities were constrained by their location in the matrix of oppression. They reported conflicts between their identities as women of color and as credible science students, and having racist, sexist identities ascribed to them. All became more adept at fending off negative ascription and all found settings with less identity conflict; their ability to read a situation and quickly adjust, la facultad (Anzaldúa, 1999 ) helped them survive. But the fact that they have needed to do this is unjust. © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 339–366, 2011
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In Johnson et al. 2011 study, despite conflicts in constructing science identities, the three women of color found settings where they could successfully author identities as legitimate science students or professionals, and found places where their racial and gendered identities intersected with their science identities.
“The analysis of these data showed that despite the various conflicts the participants had in constructing their science identities, they found settings where they were able to successfully author identities as legitimate science students or professionals, and found places where their racial and gendered identities intersected with their science identities.”
From Science identity as a landscape of becoming: rethinking recognition and emotions through an intersectionality lens (2020) · cites this paper as Angela Johnson, Jaweer Brown, Heidi Carlone, and Azita Cuevas (2011)
When adolescents identify with identity positions that are stigmatized by their peers, they may hide that they do in order to safeguard their reputation.
“These studies indicate that when adolescents actually do identify themselves with identity positions that are stigmatized by their peers, they may hide that they do in order to safeguard their reputation.”
From The Role of School in Adolescents’ Identity Development. A Literature Review (2019) · cites this paper as Johnson et al. 2011
A growing number of researchers have called for anti-deficit, asset-based frameworks for studying STEM students, especially those from underrepresented or marginalized backgrounds.
“A growing number of researchers have called for the use of anti-deficit, or asset-based, frameworks for studying students in science, technology, engineering, and math (STEM), especially those from underrepresented or marginalized backgrounds”
From Understanding first-generation undergraduate engineering students’ entry and persistence through social capital theory (2020) · cites this paper as Johnson, Brown, Carlone, & Cuevas, 2011
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References 51 · Cited by 258
- Authors
- Johnson, A., Brown, J., Carlone, H., & Cuevas, A. K.
- Affiliations
- St. Mary's College of Maryland (US)
- EngenderHealth (US)
- University of North Carolina at Greensboro (US)
- New York University (US)
- Corresponding author
- Johnson, Angela
- Venue
- Journal of Research in Science Teaching
- Publisher
- Wiley
- Published
- 2011-02-03
- Volume
- 48
- Issue
- 4
- Pages
- 339-366
- ISSN
- 0022-4308 (ISSN-L)
- 1098-2736
- OpenAlex
- W2091684673
- Cited by
- 258
- References
- 51
- Citations by year
- 2026: 14 · 2025: 8 · 2024: 19 · 2023: 13 · 2022: 17 · 2021: 28 · 2020: 32 · 2019: 19 · 2018: 20 · 2017: 14 · 2016: 19 · 2015: 17 · 2014: 15 · 2013: 12 · 2012: 8
- FWCI
- 31.44
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Research in Science Teaching (publishedVersion)
- Topics
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Sociology and Political Science › Feminist Epistemology and Gender Studies
- Keywords
- intersectionality, Black women, Hispanic women, American Indian women, identity conflict, racism and sexism, practice theory, Black feminist theory, equity in science education, underrepresented students, survival strategies
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