Welcome to the website for the
Science Identity SIG
of ESERA!
Supporting Identity Research in Science Education
The aim of the SIG is to strengthen the cooperation in between science education researchers in ESERA who work with identity theories. Research in identities in science education is a fast growing area, with significant implications for both practice and politics in terms of understanding how identities are met, supported and developed in science. Accordingly, the key objective of the special Interest Group is to coordinate, support and strengthen the cooperation of research in science identities in European research.
Francesco De Zuani Cassina, University of Bologna
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Francesco is a PhD student at the University of Bologna, within the research group of Physics Education led by Prof. Olivia Levrini. His interest is to study the connection between the epistemological foundations of physics and the identity work of physics students; the objective of his work (which includes several school activities) is to reconstruct disciplinary learning shape in order to make it a scaffolding for personal development. His research on identity is framed in the strand of conceptual change with a special interest in the science of complexity. ​
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Former Coordinators
Louise Archer, University College London
Louise was coordinating the SIG until 2020. Her research focuses on educational identities and inequalities, particularly in relation to gender, ethnicity and social class. She is currently the Karl Mannheim Professor of Sociology of Education at University College London and co-chair of the Sociology Activity Group. Louise is currently the PI of a number of large national projects, including the ten year ESRC funded Aspires/ Aspires2 study (a mixed methods longitudinal tracking of students' science and career aspirations from age 10-18); the Enterprising Science project (a five year research and development project focusing on students from socially disadvantaged communities) and the UK PI of the Youth Equity & STEM project (a four year, UK-US project, focusing on youth equity in informal educational settings, with US PI, Angela Calabrese Barton).
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Henriette Holmegaard, University of Copenhagen
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Henriette will be coordinating the SIG until 2022. Henriette is an associate professor at University of Copenhagen in Denmark. In her research she has been working with in particular social psychological theories hereunder narrative psychology. Her research involves studies of students’ transition into, within and out of higher education STEM, and from an identity perspective she has studied topics as why students’ choose (not) to study HE STEM, student dropout, student higher education navigation and aspirations. She has worked with various qualitative methodologies, and in particular longitudinal interviews why she holds a particular interest in identities and temporality. Henriette is involved in the ESERA organization where she serve as a strand coordinator of strand 12, and she has been participating in several summer schools.
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Emily MacLeod, University College London
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I am a Ph.D. student, former teacher and have worked on the ASPIRES project for four years as Research Administrator. Now, using the ASPIRES longitudinal dataset, I am doing a PhD studying young people’s aspirations to teach, especially at secondary science level. In the context of growing teacher shortages my mixed methods study will consider how young people’s teaching aspirations are formed, maintained or dropped over time. As the recruitment and retention of science teachers is a critical issue, I have a focus on understanding aspirations to teach science subjects specifically, and will also be looking at how those pursuing science view teaching.
​
NEWS
Check here for the latest news from the ESERA Identity SIG!
​
To submit an item for our News Section, please email a brief description and picture to kswade@memphis.edu
Please join us for an ESERA Science Identities SIG online pre-conference workshop.
This event is aimed to help researchers answer the question: “How can I use this conference to think about career planning?”
FIRESIDE CHAT: We will kick off our event with a 'fireside chat' with Lucy Avraamidou (University of Groningen) and and Henriette Tolstrup Holmegaard (University of Copenhagen) who will discuss and answer questions about ESERA and SIG 5 and how ECRs can be involved.
​
MENTOR PROGRAM: All ECRs will then have the opportunity to join our mentor program discussing conferences and career planning as well as research interestes together with assigned mentors. Mentors in the program include
​
Felicia Moore Mensah (Columbia University),
Anna Danielsson (Stockholm University),
Lucy Avraamidou (University of Groningen),
Louise Archer (University College London),
Billy Wong (University of Reading) and
Henriette Tolstrup Holmegaard (University of Copenhagen).
​
Pre-Conference Workshop for Early Career Researchers (ECRs)
NAVIGATING CONFERENCES, PROMOTING RESEARCH,
PLANNING CAREERS.
Thu, 26 August 2021
5-7pm CEST, 11am-1pm EDT, 8-10am PDT
Who We Are
Current Coordinators
​​
Allison Gonsalves, McGill University in Montréal
Allison is an assistant professor at McGill University in Montréal, Canada. Allison’s recent work includes an edited book on gender and physics identities as well as research on student identity-work in out-of-school settings. We think that Allison will be a perfect fit for the SIG, and we are very excited to welcome her as a coordinator.
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Katie Wade-Jaimes, University of Nevada, Las Vegas
​
Katie Wade-Jaimes earned a Ph.D. from Georgia State University focusing on science education. Her research explores equity and diversity in science and STEM through the lens of identity, exploring the ways in which gender and race intersect with science identities. Dr. Wade-Jaimes was previously an engineer and a high school science and engineering teacher and has experienced and witnessed the ways structures of science and education work to exclude individuals and groups from science. Her current research focuses on preparing science and STEM teachers to teach for and with student identities and exploring transformative and culturally relevant approaches to science and STEM education through informal learning spaces.
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Early Researcher Ambassadors
Ph.D. Student Ambassadors
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Katia Bill Nielsen, University of Copenhagen
I am currently part of the research project SCOPE. In the project, we investigate Danish children and young people’s science capital as it evolves over time. Science capital can help us understand how some children and young people are recognized within STEM, while others are not. In the project, we seek to understand how resources and experiences influence interests in STEM and experiences of (not) fitting in. I am part of the qualitative SCOPE team, where I am conducting workshops, interviews and doing ethnographic fieldwork with children and young people from the age of 6 and up.
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Burak Sahin, University of Nevada, Las Vegas
I'm Burak, a dedicated PhD student at the University of Nevada, Las Vegas, where my research focus centers on the fascinating realm of science identity development in students. My work uniquely combines computer science-based science learning to explore how it influences and shapes the identities of budding scientists. I am proud to be an active member of SIG5 within ESERA, where I collaborate with fellow researchers who share my passion for enhancing science education and understanding the intricate processes of identity formation in the world of academia. Together, we aim to contribute valuable insights to the field and foster the growth of aspiring scientists.
​
Dilara Gören, Bogazici University
​
Dilara is a PhD student at Bogazici University, Department of Mathematics and Science Education and working at the academic journal (national) as being secretary. She is managing the editorial procedures like reviewing articles, plagiarism check, proofread, etc. In her master thesis she focused on nature of science from the recent perspective of Erduran and Dagher’s version of FRA to NOS (2014). She was the researcher at the project entitled with “Science Textbooks Analysis, and Relationship between Understanding of Nature of Science and Metacognitive Awareness” under the supervision of Prof. Ebru Kaya. As a result of this master’s experience, she published paper that is named as “ How is Students’ Understanding of Nature of Science Related with Their Metacognitive Awareness?” at Science & Education. Her aim for attending for SIG5 learning more about science identity and planning to focus on some part of her study.
​
​
​
Welcome to the website for the
Science Identity SIG
of ESERA!
Supporting Identity Research in Science Education
The aim of the SIG is to strengthen the cooperation in between science education researchers in ESERA who work with identity theories. Research in identities in science education is a fast growing area, with significant implications for both practice and politics in terms of understanding how identities are met, supported and developed in science. Accordingly, the key objective of the special Interest Group is to coordinate, support and strengthen the cooperation of research in science identities in European research.
Francesco De Zuani Cassina, University of Bologna
​
Francesco is a PhD student at the University of Bologna, within the research group of Physics Education led by Prof. Olivia Levrini. His interest is to study the connection between the epistemological foundations of physics and the identity work of physics students; the objective of his work (which includes several school activities) is to reconstruct disciplinary learning shape in order to make it a scaffolding for personal development. His research on identity is framed in the strand of conceptual change with a special interest in the science of complexity. ​
​
​
Former Coordinators
Louise Archer, University College London
Louise was coordinating the SIG until 2020. Her research focuses on educational identities and inequalities, particularly in relation to gender, ethnicity and social class. She is currently the Karl Mannheim Professor of Sociology of Education at University College London and co-chair of the Sociology Activity Group. Louise is currently the PI of a number of large national projects, including the ten year ESRC funded Aspires/ Aspires2 study (a mixed methods longitudinal tracking of students' science and career aspirations from age 10-18); the Enterprising Science project (a five year research and development project focusing on students from socially disadvantaged communities) and the UK PI of the Youth Equity & STEM project (a four year, UK-US project, focusing on youth equity in informal educational settings, with US PI, Angela Calabrese Barton).
​
​
​
​
Henriette Holmegaard, University of Copenhagen
​
Henriette will be coordinating the SIG until 2022. Henriette is an associate professor at University of Copenhagen in Denmark. In her research she has been working with in particular social psychological theories hereunder narrative psychology. Her research involves studies of students’ transition into, within and out of higher education STEM, and from an identity perspective she has studied topics as why students’ choose (not) to study HE STEM, student dropout, student higher education navigation and aspirations. She has worked with various qualitative methodologies, and in particular longitudinal interviews why she holds a particular interest in identities and temporality. Henriette is involved in the ESERA organization where she serve as a strand coordinator of strand 12, and she has been participating in several summer schools.
​
​
​
Emily MacLeod, University College London
​
I am a Ph.D. student, former teacher and have worked on the ASPIRES project for four years as Research Administrator. Now, using the ASPIRES longitudinal dataset, I am doing a PhD studying young people’s aspirations to teach, especially at secondary science level. In the context of growing teacher shortages my mixed methods study will consider how young people’s teaching aspirations are formed, maintained or dropped over time. As the recruitment and retention of science teachers is a critical issue, I have a focus on understanding aspirations to teach science subjects specifically, and will also be looking at how those pursuing science view teaching.
​
NEWS
Check here for the latest news from the ESERA Identity SIG!
​
To submit an item for our News Section, please email a brief description and picture to kswade@memphis.edu
Please join us for an ESERA Science Identities SIG online pre-conference workshop.
This event is aimed to help researchers answer the question: “How can I use this conference to think about career planning?”
FIRESIDE CHAT: We will kick off our event with a 'fireside chat' with Lucy Avraamidou (University of Groningen) and and Henriette Tolstrup Holmegaard (University of Copenhagen) who will discuss and answer questions about ESERA and SIG 5 and how ECRs can be involved.
​
MENTOR PROGRAM: All ECRs will then have the opportunity to join our mentor program discussing conferences and career planning as well as research interestes together with assigned mentors. Mentors in the program include
​
Felicia Moore Mensah (Columbia University),
Anna Danielsson (Stockholm University),
Lucy Avraamidou (University of Groningen),
Louise Archer (University College London),
Billy Wong (University of Reading) and
Henriette Tolstrup Holmegaard (University of Copenhagen).
​
Pre-Conference Workshop for Early Career Researchers (ECRs)
NAVIGATING CONFERENCES, PROMOTING RESEARCH,
PLANNING CAREERS.
Thu, 26 August 2021
5-7pm CEST, 11am-1pm EDT, 8-10am PDT
Who We Are
Current Coordinators
​​
Allison Gonsalves, McGill University in Montréal
Allison is an assistant professor at McGill University in Montréal, Canada. Allison’s recent work includes an edited book on gender and physics identities as well as research on student identity-work in out-of-school settings. We think that Allison will be a perfect fit for the SIG, and we are very excited to welcome her as a coordinator.
​
​
​
​
Katie Wade-Jaimes, University of Nevada, Las Vegas
​
Katie Wade-Jaimes earned a Ph.D. from Georgia State University focusing on science education. Her research explores equity and diversity in science and STEM through the lens of identity, exploring the ways in which gender and race intersect with science identities. Dr. Wade-Jaimes was previously an engineer and a high school science and engineering teacher and has experienced and witnessed the ways structures of science and education work to exclude individuals and groups from science. Her current research focuses on preparing science and STEM teachers to teach for and with student identities and exploring transformative and culturally relevant approaches to science and STEM education through informal learning spaces.
​
Early Researcher Ambassadors
Ph.D. Student Ambassadors
​​
Katia Bill Nielsen, University of Copenhagen
I am currently part of the research project SCOPE. In the project, we investigate Danish children and young people’s science capital as it evolves over time. Science capital can help us understand how some children and young people are recognized within STEM, while others are not. In the project, we seek to understand how resources and experiences influence interests in STEM and experiences of (not) fitting in. I am part of the qualitative SCOPE team, where I am conducting workshops, interviews and doing ethnographic fieldwork with children and young people from the age of 6 and up.
​
​
​
​
​
Burak Sahin, University of Nevada, Las Vegas
I'm Burak, a dedicated PhD student at the University of Nevada, Las Vegas, where my research focus centers on the fascinating realm of science identity development in students. My work uniquely combines computer science-based science learning to explore how it influences and shapes the identities of budding scientists. I am proud to be an active member of SIG5 within ESERA, where I collaborate with fellow researchers who share my passion for enhancing science education and understanding the intricate processes of identity formation in the world of academia. Together, we aim to contribute valuable insights to the field and foster the growth of aspiring scientists.
​
Dilara Gören, Bogazici University
​
Dilara is a PhD student at Bogazici University, Department of Mathematics and Science Education and working at the academic journal (national) as being secretary. She is managing the editorial procedures like reviewing articles, plagiarism check, proofread, etc. In her master thesis she focused on nature of science from the recent perspective of Erduran and Dagher’s version of FRA to NOS (2014). She was the researcher at the project entitled with “Science Textbooks Analysis, and Relationship between Understanding of Nature of Science and Metacognitive Awareness” under the supervision of Prof. Ebru Kaya. As a result of this master’s experience, she published paper that focuses on the middle school students’ metacognitive awareness and nature of science understanding. Her aim for attending for SIG5 learning more about science identity and planning to focus on some part of my study.
​
​
​
SIG March 2021 Event on
INTERSECTIONALITY AND SCIENCE IDENTITY
Globally, we have seen increasing attention to social justice and racial equity in all areas. Regardless of context, there is a need to consider how cultural and personal identities, including race, ethnicity, gender, and socioeconomic status, intersect with each other and with science identities. Many researchers have theorized about the need to view identities from an intersectional approach; this is particularly important when considering science, which has historically been identified with white, male, middle-class ideals and continues to marginalize groups of people based on race, gender, and socioeconomic status. However, many of us are still grappling with questions such as: How do you operationalize intersectionality in science identity research? What does intersectionality look like in different (geographic, educational, or scientific) contexts?
In this session, we will consider intersectionality as an important tool in science identity research. Four researchers will discuss their work in which intersectionality has been used as a theoretical framework, analytical approach, or lens by which to understand science identity and interrogate injustice in science identity development.
SIG ONLINE WRITING RETREAT!
On Mondays & Thursdays
For US & Canada Attendees
:Monday 3-5 pm (CT)
For Europe Attendees
:Thursday 10-12pm (CEST)
This will be a two-hour event open to all who would like a dedicated space/time to write in the company of fellow science identities researchers.
This is an informal event with a rough structure of:
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A brief introduction with the chance to record your writing goals for the session
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45 mins writing without distractions (the idea is that this is like being in a library - at a time when many of us are unable to work in such spaces)
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A short break and the chance to have a stretch and speak with colleagues
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45 mins writing without distractions (part 2)
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Reflections on the session
We welcome all ESERA SIG 5 members, along with anyone who is interested in science identities research.
This event will be hosted on zoom, and a link will be shared for all who sign up.
The SIG is on social media!
Follow us on Twitter!
CONTACT ESERA IDENTITY SIG
Membership in an ESERA Special Interest Group (SIG) costs € 3 per year. Please sign up by logging in as a member and visiting the ESERA membership page (choose "Renew my membership").
Please contact Evangelia Herachleous for support with SIG subscriptions: heracleous.evan@yahoo.com
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Use the form below to contact the coordinators with questions or comments.