Chapter 3 : Identity as an Analytic Lens for Research in Education

By James Paul Gee. 2000

920 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/630854b90b22bd2d1cd01361c534b975bf7e5c75

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Citations in the corpus

Science Learning in a Leisure Setting. (2009, background): “Not surprising given the broad use of this construct, there is no single agreed upon definition of self or identity, though there are a number of useful reviews (cf., Baumeister, 1999; Bruner &Kalmar, 1998; Gee, 2001; McAdams, 1990; Rounds, 2006; Simon, 2004; Wenger, 1998; Woodward, 2002).”
Identity formation in educational settings: A critical focus for education in the 21st century (2012, background): “component of students’ actual or potential identities (Gee, 2000).”
Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning (2009, background): “As people interact within collective practices, their interactions serve to position them and others as specific kinds of people, and these positionings have affordances and constraints for participation (Gee, 2000).”
“Low Ability,” Participation, and Identity in Dialogic Pedagogy (2017, background): “By identity, we mean the way an individual is recognized by themselves and others as a certain ‘‘kind of person’’ (Gee, 2000, p. 99).”
Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice (2016, background): “…often women identify less with the subjects of math and physics because of lower recognition beliefs (Bingham, 2001) and performance/competence beliefs (Zeldin & Pajares, 2000), both of which are important for women’s identity development (Carlone & Johnson, 2007; Gee, 2000; Lent et al., 2003).”
Zoom: A Review of the Literature on Marginalized Adolescent Readers, Literacy Theory, and Policy Implications (2006, background): “…on Reading: The New Literacy Studies As discussed earlier, sociocultural perspectives on literacy, sometimes referred to as “the New Literacy Studies” (Gee, 2000, p. 412), hold that reading is not a stand-alone practice, but rather one embedded in socially situated identity and activity.”