Abstract
If we are to engage more women and Culturally and Linguistically Diverse (CLD) students to study science, it is important to understand issues of identity and engagement in science. By utilizing identity texts to stimulate the development of scientific identities, practitioners can better understand the process of how young Latinas present and represent their emerging scientific identities to better support their perseverance within the science fields. Studying various texts and illustrations, through textual and discourse analysis, researchers can focus on how they serve as identity texts. Moreover, identity texts serve as a reflection and presentation of emerging scientific identities to enhance the process of identity investment and affirmation. This article examines how identity texts in bilingual elementary classrooms can help position young Latinas as those who do science.
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