Desiring a career in STEM-related fields: How middle school girls articulate and negotiate identities-in-practice in science
Article first published online: 28 OCT 2013
© 2013 Wiley Periodicals, Inc.
Journal of Research in Science Teaching
Volume 50, Issue 10, pages 1143–1179, December 2013
How to Cite
Tan, E., Calabrese Barton, A., Kang, H. and O'Neill, T. (2013), Desiring a career in STEM-related fields: How middle school girls articulate and negotiate identities-in-practice in science. J. Res. Sci. Teach., 50: 1143–1179. doi: 10.1002/tea.21123
- Issue published online: 6 NOV 2013
- Article first published online: 28 OCT 2013
- Manuscript Accepted: 24 SEP 2013
- Manuscript Received: 1 MAY 2012
- National Science Foundation. Grant Number: HRD 0936692
Additional Supporting Information may be found in the online version of this article at the publisher's web-site.
|tea21123-sm-0001-SuppFig-S1.tif||68K||Figure S1. Significant/complete overlaps between Meg's narrated and embodied identities.|
|tea21123-sm-0001-SuppFig-S2.tif||152K||Figure S2. Partial overlaps between Jana's narrated and embodied identities.|
|tea21123-sm-0001-SuppFig-S3.tif||63K||Figure S3. Eunice's contrasting narrated and embodied identities-in-practice.|
|tea21123-sm-0001-SuppFig-S4.tif||110K||Figure S4. Transformative relationships between Kay's narrated and embodied identities-in-practice.|
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