How school students’ science identity is influenced by their gender, religion, and ethnicity through the lens of intersectionality

Abstract

This research explores the impact of gender, religion, and ethnicity on school students’ science identities through the lens of intersectionality. In this research, science identity focusses on identification and recognition as a science person, having an interest in science, competence in science, and having a career plan in science-related fields. Intersectionality helps illuminate the influences of gender, religion, and ethnicity on the science identity of students in this research. Additionally, the study examines how obligatory and voluntary identities influence one another and highlights intersections of power, values, norms, and experiences within school, family, and broader social contexts. The research is a mixed-methods study, conducted in a secondary school in a London borough with Year 10 students and their science teachers. Data were collected from a questionnaire completed by 145 students, seven science teacher interviews, and five student interviews. Some teachers believe gender does not affect science identity, while others note image issues among students. The impact of ethnicity on participants’ science identity is related to the importance of being successful in science and having career plans in science-related fields, especially in medicine, dentistry, or engineering. Religion can influence the teaching of controversial topics like evolution, and teachers emphasise the importance of inclusive education. Religion also shapes students’ science identities by influencing their career plans through cultural interpretations. The percentage of students with a science identity is 21%. Among students who have a science identity, religion is more important to them. While gender biases and social norms can negatively affect students by making them feel excluded. The movement and unity of women have been and will continue to be inspiring and supportive for women and young women, helping them to develop and maintain their science identity and strengthen social acceptance in the field. The study provides valuable insight into how individuals experience the complex influences of these factors in developing or maintaining their science identity.