Being, becoming, and belonging: Improving science fluency during laboratory activities in urban education.
Item
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Title
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Being, becoming, and belonging: Improving science fluency during laboratory activities in urban education.
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Identifier
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AAI3284418
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identifier
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3284418
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Creator
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Pitts, Wesley.
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Contributor
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Adviser: Kenneth Tobin
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Date
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2007
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Sciences
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Abstract
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The research presented in this dissertation uses authentic ethnography, augmented by video and conversational analysis, to investigate the teaching and learning of chemistry across boundaries of difference in an urban high school. A coordinated set of theoretical lenses from cultural sociology and sociology of emotion is used to deploy and analyze these methods. All four students highlighted in this study are Black and/or Latino females from working class income families. They identify as second-generation Americans either of African American of Caribbean heritage or Latina of Latin American or Caribbean heritage. The students achieved mild to moderate success in a tenth-grade level chemistry class. Their chemistry teacher is a first-generation immigrant middle-aged male who would ethnically be considered Filipino-American. The focal fields of this research occur in Regents chemistry laboratory classes in a small secondary inner city high school in the Bronx, New York City, and associated cogenerative dialogues.;One of the major premises of this study is that learning is a form of cultural enactment (i.e., production, reproduction, and transformation). Culture (schema and practices) enacted by students and teachers in one field can be enacted successfully in another field because fields are surrounded by porous boundaries. Accordingly, participants use resources to meet their goals (e.g., learn chemistry), in so doing, create interstitial culture that becomes part of the structure of the field and resources for learning. A priority was to examine how learning and teaching of science is enacted when students and their teachers are able to coparticipate in culturally adaptive ways and use their capital successfully.;A key implication is the need for teachers and students to be aware of cultural encounters that afford positive emotional energy and solidarity. The important point here is to minimize encounters that create negative emotional energy. What we learned from observing successful student-student and student-teacher encounters is that creating structures and agency that support positive emotional energy and solidarity is a necessary ingredient towards the emergence of fluency in science. Creating and appropriating interstitial cultural resources that support success in science is a path to engaging in more canonical ways of doing science.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
