Evaluating a Genetics Unit from a Science Identity Perspective: Self-concept, Perspective-taking, and Community as Curricular Criteria for Supporting Students

Abstract Science identity refers to an individual’s identification with the field of science and their sense of belonging, engagement, and affiliation with science-related activities, values, and communities. A lack of representation and opportunities to engage in science, however, promote anti-science identities particularly among marginalized populations. Research shows the impact that curriculum materials can have on teacher and student learning, including attitudes and motivation towards science. Nonetheless, little is known about which aspects of curriculum play a role in students’ engagement with science practices. Given the potential that curriculum materials have in promoting equitable science instruction, this study set out to analyze the extent in which the  genetics unit of a reform oriented storyline curriculum promotes positive student science identities with self-concept, perspective-taking, and community as evaluating criteria. Findings show that the curriculum promotes all three criterias but that there is room for expanding the depth in which science identity is fostered, particularly in the perspective-taking criteria.