Muslim young women and science identity

Saima Salehjee, Mike Watts

Research output: Chapter in Book/Report/Conference proceedingConference contribution book

Abstract

This paper case studies the science identities of the three Muslim South Asian girls within an independent all-girls school in England. We took into consideration as how these girls narrated their stories and identified themselves as a sciencey or nonsciencey person. Their narratives interacted with personal preferences, personal experiences, SouthAsian culture, religion and their ultimate decision of undertaking science education (or not) in the future. We employed semi-structured interviews with the girls and revisited four to five times over a period of one year. We found that the science identities formed by these girls depend largely on the wider everyday culture, their religion and community engagement. While there might be suggestions that thirteen yearolds would, by virtue of their youth, be more fluid, less fixed and certain in their science identities, however, this is not the case for the girls discussed here. Our significant contribution to the research in science identities is that our participants emphasized an internal personal drive to accept and/or reject everyday culture and religion, and unlike recent science identity research (for example ASPIRE’s project) less emphasis was given to parents, teachers and school science towards the development of identity
LanguageEnglish
Title of host publicationIICE 2018
Subtitle of host publicationIreland International Conference on Education
Place of PublicationEssex
Pages24-28
Number of pages5
Publication statusPublished - 23 Apr 2018
EventIreland International Conference on Education - Ireland, Dublin
Duration: 23 Apr 201826 Apr 2018
http://www.iicedu.org/Proceedings/IICE-2018-April-Proceedings.pdf

Conference

ConferenceIreland International Conference on Education
Abbreviated titleIICE 2018
CityDublin
Period23/04/1826/04/18
Internet address

Fingerprint

Muslim
science
Religion
girls' school
parents
narrative
human being
teacher
interview
school
community
education
experience

Keywords

  • South-Asian culture
  • science identity
  • science culture

Cite this

Salehjee, S., & Watts, M. (2018). Muslim young women and science identity. In IICE 2018: Ireland International Conference on Education (pp. 24-28). Essex.
Salehjee, Saima ; Watts, Mike. / Muslim young women and science identity. IICE 2018: Ireland International Conference on Education . Essex, 2018. pp. 24-28
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Salehjee, S & Watts, M 2018, Muslim young women and science identity. in IICE 2018: Ireland International Conference on Education . Essex, pp. 24-28, Ireland International Conference on Education, Dublin, 23/04/18.

Muslim young women and science identity. / Salehjee, Saima; Watts, Mike.

IICE 2018: Ireland International Conference on Education . Essex, 2018. p. 24-28.

Research output: Chapter in Book/Report/Conference proceedingConference contribution book

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N2 - This paper case studies the science identities of the three Muslim South Asian girls within an independent all-girls school in England. We took into consideration as how these girls narrated their stories and identified themselves as a sciencey or nonsciencey person. Their narratives interacted with personal preferences, personal experiences, SouthAsian culture, religion and their ultimate decision of undertaking science education (or not) in the future. We employed semi-structured interviews with the girls and revisited four to five times over a period of one year. We found that the science identities formed by these girls depend largely on the wider everyday culture, their religion and community engagement. While there might be suggestions that thirteen yearolds would, by virtue of their youth, be more fluid, less fixed and certain in their science identities, however, this is not the case for the girls discussed here. Our significant contribution to the research in science identities is that our participants emphasized an internal personal drive to accept and/or reject everyday culture and religion, and unlike recent science identity research (for example ASPIRE’s project) less emphasis was given to parents, teachers and school science towards the development of identity

AB - This paper case studies the science identities of the three Muslim South Asian girls within an independent all-girls school in England. We took into consideration as how these girls narrated their stories and identified themselves as a sciencey or nonsciencey person. Their narratives interacted with personal preferences, personal experiences, SouthAsian culture, religion and their ultimate decision of undertaking science education (or not) in the future. We employed semi-structured interviews with the girls and revisited four to five times over a period of one year. We found that the science identities formed by these girls depend largely on the wider everyday culture, their religion and community engagement. While there might be suggestions that thirteen yearolds would, by virtue of their youth, be more fluid, less fixed and certain in their science identities, however, this is not the case for the girls discussed here. Our significant contribution to the research in science identities is that our participants emphasized an internal personal drive to accept and/or reject everyday culture and religion, and unlike recent science identity research (for example ASPIRE’s project) less emphasis was given to parents, teachers and school science towards the development of identity

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Salehjee S, Watts M. Muslim young women and science identity. In IICE 2018: Ireland International Conference on Education . Essex. 2018. p. 24-28