Becoming a "Science Person": Faculty Recognition and the Development of Cultural Capital in the Context of Undergraduate Biology Research.

Becoming a "Science Person": Faculty Recognition and the Development of Cultural Capital in the Context of Undergraduate Biology Research. CBE Life Sci Educ. 2018 Dec;17(4):ar62 Authors: Thompson JJ, Jensen-Ryan D Abstract We argue that cultural capital plays an underexamined role in students' recognition as budding scientists by faculty. By triangulating interview data from undergraduates and faculty mentors in a multi-institutional biology research network, we identified a set of intersecting domains of capital that help render students recognizable to faculty. We argue that faculty recognition often reflects a (mis)alignment between the cultural capital that students possess and display and what faculty expect to see. To understand why mis- or underrecognition occurs, and how this influenced students' opportunities to further develop cultural capital, we explored our data set for patterns of explanation. Several key themes cut across students' experiences and influenced their recognition by faculty: Faculty more easily recognized students interested in research science trajectories and those involved in institutional programs to support science, technology, engineering, and mathematics success. Students with competing family responsibilities struggled to maintain faculty recognition. Finally, faculty who broadened their scopes of recognition were able to affirm the science identities of students with fewer incoming cultural resour...
Source: CBE Life Sciences Education - Category: Cytology Authors: Tags: CBE Life Sci Educ Source Type: research