Strand 11 Stand-alone Paper Set 2

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491 Women's Belonging and Longing: The Affective Push and Pull Within and Beyond Physics Shamnaz Arifin Mim; Allison Jardim Gonsalves McGill University; Montreal; Canada Abstract This research is motivated by concerns about gendered and racialized participation in physics; and our interest to understand how affects shape the trajectories of marginalized students in physics. We present an analysis of four women's narratives about longing and belonging in physics. The data was collected using the River of Life tool and narrative interviewing; yielding life stories that detail the affective push and pull of life in and out of physics. Drawing on Sarah Ahmed's concepts of orientations and stickiness; we examine how women narrate important affects that shaped their sense of belonging to physics and their longing for a different physics. We investigate how affects influence feelings of belonging in the moment; shaping experiences of orientation or disorientation; and how these affects can stick to participants in ways that influence their identity trajectories through physics. Our emphasis on identifying actions driven by longings brings attention to the agentic ways that women in physics can create new landscapes; allowing for new orientations to physics; and new possibilities for belonging. Strands Strand 11: Cultural; Social; and Gender Issues 116 The roles of epistemological versus factual security in evolution acceptance by religious students Andrea Phillips ORCID iD1; Jade Sorensen2; Jamie Jensen2; Traegan Webb2 1Utah Valley University; Orem; UT; USA. 2Brigham Young University; Provo; UT; USA Abstract The purpose of this study was to characterize; using interview data; the nature of university students' reconciliation of evolution and religious belief. Data was collected from a large private western university; and consisted of interviews of students whose prior survey responses indicated acceptance of contradictory statements about Biblical stories and evolution. Findings reveal the distinction between epistemological and factual reconciliation between science and religion; and provide distinct features of reconciliatory and non-reconciliatory responses. Implications are discussed for evolution instructional strategies; specifically a focus on epistemological reconciliation between evolution and religion. Strands Strand 11: Cultural; Social; and Gender Issues 278 Using Emotion to Understand a Black Woman Preservice Teacher's Justice-oriented Science Teaching and Identity Development Erin N. Cox; Elizabeth A. Davis ORCID iD University of Michigan; Ann Arbor; MI; USA Abstract Although emotions shape individuals' learning processes; less is known about how emotions experienced during science learning may contribute to longer-term discipline identity development – including among teachers of science. We draw on Vygotsky's sociocultural theory of "perezhivanie" as a lens for understanding emotions' developmental potential. We focus on Rhea; a Black woman who was a non-traditional college student; coming later in life to an undergraduate elementary teacher education program. We employ emotional discourse analysis to understand how Rhea's science identity development; learning; and teaching constructed; and were constructed by; her emotions. Findings indicate that Rhea's self-positioning within larger sociocultural discourse framings in science learning and teaching (framings that could be identified as traditional vs. justice-oriented) led to both conflicting and dynamic emotions. These emotions; in turn; seemed to promote both positive and negative science identity development. Ultimately; the emotions attached to Rhea's experiences with science informed Rhea's emotional trajectory with regard to justice-oriented science learning and teaching. The study has implications for understanding preservice elementary teachers' identities as teachers of science; and; in particular; how Black women coming to elementary teaching may move toward justice-oriented and joyful science teaching despite potentially negative emotional experiences with science as children and youth. Strands Strand 11: Cultural; Social; and Gender Issues 456 Are We Telling the Right Stories? The Narrative Effect's Role in Developing Equitable Science Pedagogy Megan Allen1; Enrique Suárez2 1Harvard Graduate School of Education; Cambridge; MA; USA. 2University of Massachusetts Amherst; Amherst; MA; USA Abstract Examining out-of-school science educators' biases and how to disrupt them is an important goal of science teacher education. While several studies have researched the role of social interaction in developing teacher pedagogy; the influence of emotionality in passing down narratives has remained relatively unexamined when considering its influence on educators and their equity-oriented teaching practices. Drawing on Social Psychology constructs; we defined the "Narrative Effect" as the process of building on others' experiences to influence their own lesson designs and teaching. Subsequent to our implementation of an PD workshop for STEM graduate students who teach middle schoolers in an out-of-school program; we analyzed both pre-teaching and post-teaching interviews; coding for utterances that contained information on expected and/or actual experiences in the classroom. Our analysis indicates that: (1) participants tended to form negative narratives based on their interactions with the students in the program and one another; (2) participants changed their lessons based on these narratives to decrease their complexity; without prior interactions with students. Our findings suggest that science educators must be made aware of this pattern and intend to intervene in their own practice; this "Narrative Effect" can exacerbate inequities in science education for minoritized groups. Strands Strand 11: Cultural; Social; and Gender Issues