Nurturing Science Identity: Unveiling the Impact of a Secondary Science Teacher’s Belief and Attitude on Marginalized Minority Students

This qualitative exploratory case study investigates the beliefs and attitudes of secondary science teachers toward marginalized minority students and the impact of these dynamics on students’ identity development in the science classroom. The study addresses two primary research questions: 1) What are the beliefs and attitudes of secondary science teachers toward marginalized minority students in science classrooms, and how do these beliefs and attitudes impact their interactions with these students? 2) How do marginalized minority students perceive the beliefs and attitudes of their secondary science teachers, and how do these perceptions impact their science identity development? Through qualitative analysis of teacher interviews, classroom observations, and student survey data, using the frameworks of Critical Race Theory and Culturally Responsive Teaching findings reveal that students feel empowered when teachers demonstrate care, provide individualized support, and foster an inclusive learning environment. Students expressed a strong sense of belonging when their diverse voices were acknowledged, yet many grappled with feelings of disconnection from the “scientist” stereotype, leading to self-doubt regarding their potential in scientific careers. While some students discovered passions for specific scientific fields, the overall data indicated a lack of encouragement for pursuing science in higher education and career. This study underscores the need for educators to actively engage with student identities, promote diverse representations within science, and provide mentorship, creating a supportive atmosphere that empowers all students to envision themselves as future contributors to the scientific community.