- Latecomers’ persistence was greatly constrained by two cultural models from the science program: good science students follow a paradigmatic sequence of courses and consistently earn good grades. Occasionally, latecomers improvised to resist these constraints.
- Once in the science program it is very difficult to construct an inbound trajectory, unless one already has inbound momentum.
- Not all students entered the program on inbound trajectories, suggesting that the recognition associated with being accepted into the preparatory program is insufficient to support inbound trajectories.
- Science identity trajectories of latecomers were shaped, and in many cases constrained, by the cultural models in the figured world of the science program. These cultural models make available a narrow range of resources for latecomers, thus truncating effective improvisation and contributing to the instability of individual trajectories.
- Of the nine latecomers who participated throughout the year, only two were able to sustain inbound trajectories, highlighting the instability of latecomers’ trajectories.
- For all latecomers, improvisation involved authoring themselves within and through the cultural models of the program by using resources in new ways and acquiring new resources.
- Two of the student’s efforts to graduate quickly and another students attempts to make sense of and work around his slower than normal progress demonstrate the need for many acceptable trails through the program and for resources that help latecomers make sense of their progress in ways that afford their ability to identify with school science.
- Teachers can support alternative pathways by being careful of the assumptions they make about students’ histories and educational trails.
- Latecomers with histories of non-recognition would benefit from environments in which asking for clarification or help is accepted and even encouraged. This would necessitate working with instructors to change their instructional approaches and even their personal views of latecomers.
- Peer interactions are able to provide new experiences of recognition that afford identification with science.