To increase participations in science, technology, engineering & mathematics (STEM) independent of social background, ethnicity, and gender, several research calls have been made to strengthen our understanding of how different identities intersect in forming an identity within STEM.
This study supports these calls by using an intersectionality lens to explore Erina’s transition in upper secondary school science and mathematics as a young Muslim woman with nonwestern immigrant background. It offers insights into some of the ways multiple identities: gender identity, science identity, math identity, religious identity, ethnic identity, and socialclass identity can intersect in the transition.
Findings show that Erina's religious identity, ethnic identity and social class positioned her as an outsider in the new educational context due to a switch in social and cultural school context. This challenged her in performing in accordance with the gendered expectations of being hardworking and diligent. Additionally, her ethic identity at times blocked her being recognized performing at the same level at her peers. By being a rick-taker and abandoning the idea of fitting into these gendered expectations, she found herself able to form a sense of identity within mathematics and chemistry, while physics offered far too narrow possibilities to be recognized within.