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Abstract BackgroundStudying science identity has been useful for understanding students’ continuation in science-related education and career paths. Yet knowledge and theory related to science identity among students on the path to becoming a professional science researcher, such as students engaged in research at the undergraduate, postbaccalaureate, and graduate level, is still developing. It is not yet clear from existing science identity theory how particular science contexts, such as research training experiences, influence students’ science identities. Here we leverage existing science identity and professional identity theories to investigate how research training shapes science identity. We conducted a qualitative investigation of 30 early career researchers—undergraduates, postbaccalaureates, and doctoral students in a variety of natural science fields—to characterize how they recognized themselves as science researchers. ResultsEarly career researchers (ECRs) recognized themselves as either science students or science researchers, which they distinguished from being a career researcher. ECRs made judgments, which we refer to as “science identity assessments”, in the context of interconnected work-learning and identity-learning cycles. Work-learning cycles referred to ECRs’ conceptions of the work they did in their research training experience. ECRs weighed the extent to which they perceived the work they did in their research training to show authenticity, offer room for autonomy, and afford opportunities for epistemic involvement. Identity-learning cycles encompassed ECRs’ conceptions of science researchers. ECRs considered the roles they fill in their research training experiences and if these roles aligned with their perceptions of the tasks and traits of perceived researchers. ECRs’ identity-learning cycles were further shaped by recognition from others. ECRs spoke of how recognition from others embedded within their research training experiences and from others removed from their research training experiences influenced how they see themselves as science researchers. ConclusionsWe synthesized our findings to form a revised conceptual model of science researcher identity, which offers enhanced theoretical precision to study science identity in the future. We hypothesize relationships among constructs related to science identity and professional identity development that can be tested in further research. Our results also offer practical implications to foster the science researcher identity of ECRs.
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Integrating UX Journey Mapping with Systems Theory Behavior Over Time Graphs to Explore the Complexities of Identity Formation
Literature on professional identity formation is broad and complex. Currently, researcher identity development is an important topic that is beginning to be studied in different educational areas, including industrial and system engineering. Documenting researcher identity development is critical for designing student-centered programs. This is particularly crucial in doctoral students, as it may contribute to appropriate professional development support delivered by graduate programs. To properly analyze identity development, investigators have used tools from user experience (UX) methods such as journey mapping, which are invaluable. Journey maps document and visualize the steps that the users (in this case, novice researchers) take to achieve a goal, including the process that developing professionals undergo to become experts in their respective fields. Meanwhile, investigators have also used Behavior Over Time (BOT) Graphs in Systems Theory research, which assist in analyzing individual and organizational behavior trends over time. BOT graphs are also effective tools for tracking complex social behaviors. This paper proposes the potential to bridge gaps between UX and Systems Theory research methods, through their integrated application to understand researcher identity formation in doctoral engineering students. The integrated application offers a nuanced perspective on the formation of professional identity. This study benefits researchers by offering insights into new potential methodological approaches for mapping complex situations and behaviors. The examples in this paper focus on doctoral researcher identity formation but are not limited to this area. Practitioners and researchers can apply the proposed approach in various contexts, within and outside engineering.
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- Award ID(s):
- 2205033
- PAR ID:
- 10642000
- Publisher / Repository:
- Curran Associates, Inc.
- Date Published:
- Page Range / eLocation ID:
- 1529 to 1534
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.21872/2024IISE_7712
