From Classroom Belonging to Science Identity: Examining the Role and Limits of a Science Teacher’s Beliefs and Attitudes

This study investigates a secondary science teacher’s beliefs and attitudes toward marginalized minority students and examines how these beliefs and attitudes influenced students’ science identity development. The study focused on an experienced Black female biology teacher with an MEd in STEM education and her students at an urban high school in a U.S. state where anti-diversity, equity, and inclusion influences on curriculum were particularly strong. All students in the class (N = 21) identified as marginalized minority students. Data sources included teacher interviews, classroom observations, field notes, and student surveys. These data were analyzed and interpreted through the frameworks of Critical Race Theory and culturally responsive teaching. Findings showed that students expressed a strong sense of belonging when their diverse voices, backgrounds, and experiences were acknowledged in the classroom. However, many students also described feeling disconnected from the traditional image of a scientist, which contributed to self-doubt about their potential participation in scientific careers. This study highlights the importance of educators actively engaging with students’ identities, promoting diverse representations within science, and creating supportive and inclusive classroom environments. At the same time, the findings reveal the limits of classroom-based support for science identity development when broader structural barriers and dominant stereotypes about science remain strong influences.