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Statistical Identity & Disciplinary Appropriation (Kelly Findley, Uni of Illinois Urbana-Champaign)

BACKGROUND Mathematics and science education has long advocated for giving attention to students’ developing disciplinary perspectives (e.g., Abd-El-Khalick, 2007; Presmeg, 2002). But the field of statistics lacks clarity on how students’ identities and experiences affect their developing statistical perspectives and continued participation in the discipline (Bond et al., 2012). Our longitudinal study of statistics majors documents and explores how these constructs evolve and interact across their undergraduate studies. FRAMEWORK The lens of disciplinary appropriation (Levrini et al., 2015) serves as the analytical framework we use to understand how students might be viewing statistics in relation to themselves and likewise carving out a unique place and purpose for themselves in the field of statistics. With this framing, we also examine to what extent each has a metacognitive or epistemological understanding of statistics, and how statistics may be a carrier of social and professional relationships in their developing identities. METHODS In the Fall semesters of 2021 and 2022, we interviewed a combined nine university students who had declared a major in a statistics program at a large public university in the U.S. Students were first asked “who is statistics?” for which they were guided to describe who statistics would be if they were a person. We also asked students what skills or character traits a successful statistician or data scientist needs, why they decided to major in statistics, and what experiences they had had (if any) with data analysis. PRELIMINARY FINDINGS Many of the students we interviewed expressed clear purposes and roles for themselves that set them apart from others. For example, we characterized one student’s vision as a “Data Journalist” who viewed data analysis as a means to identify and disseminate truth. We characterized another student as a “Data Sage” who saw his role as a discoverer of hidden insights that could be interesting or useful to others. The metacognitive and epistemological aspects of statistics were largely undeveloped for most students, but many made implicit (or explicit) references to an objective truth in both statistical practice and in statistical results. We did find that students with rich data analysis experiences (e.g., work on meaningful projects) prior to their program showed more evidence for disciplinary appropriation and a clear professional vision for themselves. PRESENTATION FORMAT We hope to introduce attendees to our larger questions, share data excerpts for discussion, and gather impressions and observations in relation to our research aims. We will also discuss the dimensions of our disciplinary appropriation framework and reexamine the data to consider what is afforded through this analytical lens. We hope to gather feedback about this framework and to consider other analytical possibilities we might use to explore the data we have and the longitudinal data we plan to collect.