Abstract
ABSTRACTDrawing on a 3-year ethnographic study in 2 urban high schools serving majority low-income students of color, we reveal how the meaning and authoring of self in mathematics and science are produced among high-achieving students in contexts profoundly influenced by neoliberal policies. We highlight the institutional practices and cultural imaginaries that students responded to as they developed identities in math and science at the schools. These processes ”hollowed out” the identity of “being good” at mathematics and science while conferring status and good moral character on those who could author themselves in these shallow terms.
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