How various material resources facilitate science identity work for girls in a research apprenticeship program

Figures & data

Table 1. Final set of affordance codes, definitions, and examples.

Identity-related affordance	Definition	Example from interview data
Affect toward science or science-related experiences	Emotion about an experience is expressed (coded for either positive or negative emotions).	“I really liked yesterday, getting all the data and like, being in waders and just going in”
Opening up new science-related interests	New kinds of science-related interests (e.g. geology vs. biology, field vs. lab).	“Geology is not as boring as I thought it would be…I like how you can tell just how old it was by looking at it.”
Feeling like a scientist	Statements of feeling like a scientist.	“I think it’s because we got to learn what real scientists actually do when they go out into the field and how they work out in the field. And …learn how to use the instruments they use, and …I don’t know, just become a mini scientist.”
Science learning	Learning about what science is or how it is done, or deeper conceptual understanding (not just learning a science “fact”).	“I enjoyed being on the boat, but I think maybe it was a little long… It’s just some things, because of the scientific process, take a longer time.”
Career-related outcome	Thinking about new careers or reinforcing existing ideas about science-related careers.	“I just had a recent experience …[that] made me want to be a doctor…either that or I want to be a chemist, and I think coming here like talking about how you step around in the water like when we went to the lake…like how it starts a chemical reaction.”
Science self-efficacy and confidence	Related to how someone thinks about their ability in relation to science.	“I feel like my science skills have improved 1,000 percent…before, it was like, um, maybe, but now it’s just like heck yeah.”

Table 2. Final set of material resource codes, definitions, and examples.

Material resource code	Definition	Example
Instrument	Specialized instruments and tools for data collection.	YSI water sampler, hydrophone, secchi disk, Marsh-McBirney flow meter
Specimen	Physical specimens in the natural environment or laboratory with which the girls interact such that the specimens are involved in the doing of scientific work. Specimen is an individual or part of an animal, plant, rock, piece of a mineral, etc., in scientific study.	Seals, salmon, iceberg, rock
Artifact	Human-made objects that enable or are involved in scientific work but are not exclusive to a science practice (contrast to instrument). Data are included in this because they are inscriptions that represent the natural world.	Notebook, computer, boat, data
Specialized clothing	Clothing used to support the scientific work.	Chest-waders, lab coats, nitrile gloves
Physical setting	Environment or site (natural or human-made) where scientific work takes place.	Laboratory, river, glacier, fjord

Table 3. Percentage of times each type of material resource was mentioned in tandem with a particular outcome. Items in bold, larger text are the most commonly occurring outcomes for each type (data should be read in columns).

Outcome	Instruments	Specimens	Artifacts	Specialized clothing	Physical setting
Affect toward science or science-related experiences	25.0%	47.6%	44.4%	33.3%	55.0%
Opening up new science-related interests	0.0%	4.8%	0.0%	0.0%	0.0%
Feeling like a scientist	32.5%	19.0%	26.7%	66.7%	15.0%
Science learning	22.5%	16.7%	20.0%	0.0%	25.0%
Career-related outcome	10.0%	4.8%	2.2%	0.0%	5.0%
Science self-efficacy and confidence	10.0%	7.1%	6.7%	0.0%	0.0%
TOTAL	100%	100%	100%	100%	100%