Fig. 2

Conceptual model of science researcher identity in research training contexts. ECRs recognized themselves by engaging in “science identity assessments” (Carlone & Johnson, 2007) that relied upon their assessments of their performance-competence and interest (center) (Carlone & Johnson, 2007; Hazari et al., 2010; Potvin & Hazari, 2013). ECRs made these assessments in the context of work-learning and identity-learning cycles (Pratt et al., 2006). Specifically, ECRs engaged in work-learning cycles through which they assessed alignment between their conceptions of research and perceptions of their own work, including its authenticity (Rahm et al., 2003), its affordance of autonomy (Bailyn, 1985), and their level of epistemic involvement (Burgin et al., 2012). ECRs also engaged in identity-learning cycles (right), assessing alignment between their self-perceptions and their conceptions of researchers’ roles (Stets & Serpe, 2013) and recognition from others (Carlone & Johnson, 2007). Blue boxes with white text indicate constructs from the prevailing science identity model (Carlone & Johnson, 2007; Hazari et al., 2010; Potvin & Hazari, 2013), and gray boxes with black text indicate the work- and identity-learning cycles (Pratt et al., 2006). Questions embedded in the model are the questions ECRs considered as they recognize themselves as science researchers