The power of out of school engagements: Developing high school students’ identities as forensic scientists

Abstract

In response to job markets, organizations are seeking to design educational opportunities that may influence students to pursue careers in forensic science. More research is needed that explores whether out of school engagements develop students’ identities as forensic scientists. This article examines how high school students described their evolving identities as forensic scientists before and after participating in an out of school engagement. Three key factors shaped the out of school engagement described in this study: a) student social interaction with peers, b) student directed decision making, and c) student inquiry facilitated by experts. The out of school engagement also provided students with opportunities to experiment with ways of communicating science. Pre and post engagement survey results suggest that the out of school engagement appeared to change some students’ perceptions as to whether they would consider themselves forensic scientists. Based on the results of the study, it is suggested that out of school engagements provide valuable opportunities to help high school students develop their identities as forensic scientists. By examining the design of the out of school engagement described in this article, science educators, administrators, parents, and other stakeholders may develop ideas as to how to develop students’ identities as forensic scientists.