This study examined the dimensions of the structure-agency dialectic embedded in students’ embodied narratives of their science experiences. As three Black high school students with developed dancer identities used what I have named “ethnodance” to author and narrate their evolving science identity, I looked for structures that hindered or supported their development as well as their agentic choices, resistance, and advocacy. I present an empirical illustration of dimensions of the structure-agency dialectic embedded in students’ ethnodances and reflection. Building on the consideration that for students whom a meaningful part of social life includes movement and dance, the theoretical argument frames ethnodance as an embodied narrative, dance as a form of cultural expression and social life for some Black youth, and identities-in-narratives as a window into students’ agentic power to disrupt normative science ideologies and carve a place for themselves in science. Furthermore, students’ ethnodances conveyed how changes to the science course sequence, physics discourse, and expectations from trusted adults limited or hindered their participation in science, and self-advocacy, choice, and resistance constructed, de-constructed, or re-constructed their competence in science.

本研究考察了学生对其科学经历的具身叙述中嵌入的结构-能动性辩证法的维度。当三名具有发达舞者身份的黑人高中生使用我称之为“种族舞蹈”的东西来创作和叙述他们不断发展的科学身份时，我寻找阻碍或支持他们发展的结构以及他们的代理选择、抵抗和倡导。我对嵌入学生民族规范和反思中的结构-能动性辩证法的维度进行了实证说明。基于这样的考虑，对于那些社会生活中有意义的部分包括运动和舞蹈的学生，理论论证将民族文化视为一种具体的叙事，舞蹈作为一些黑人青年的文化表达和社会生活形式，和叙事中的身份作为了解学生破坏规范科学意识形态并为自己在科学中占有一席之地的代理力量的窗口。此外，学生的民族风俗表达了科学课程顺序、物理话语和受信任成年人的期望的变化如何限制或阻碍他们参与科学，以及自我倡导、选择和抵抗如何构建、解构或重建他们的科学能力。