We are in the early stages of exploring the psycho-emotional implications of discursive identity interactions in classrooms.
As individuals interact with the complex symbol systems, words, mathematics, and grammar of science classrooms, we send messages of membership and identity. This study explores how altering the delivery and messenger of scientific communicate can impact students’ sense of self and sense of science belonging. We are in an ongoing study of this phenomenon using both Psychological and traditional social science research methods.
