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Research Overview
Research Overview
My research lies at the intersection of biology education, equity, and identity. I explore how students’ lived experiences—inside and outside of the classroom—shape how they learn, persist, and see themselves as scientists.
As a biology educator-scholar, I investigate the narratives, structures, and practices that promote belonging in STEM. My current work spans cultural wealth frameworks, evolution and science communication, and teacher preparation—always centered on how storytelling and identity influence science learning.
1️⃣ Pathways and Persistence in STEM: Understanding Student Transitions
1️⃣ Pathways and Persistence in STEM: Understanding Student Transitions
The transition from high school or community college into university-level STEM is a pivotal point in students’ scientific journeys. My work examines how educational pathways, mentorship, and institutional contexts shape persistence and success in biology. My work explores:
"What factors predict persistence among underrepresented biology students?"
"How do high school and early college experiences influence STEM identity formation?"
"What programs or pedagogical interventions best support first-generation and transfer students?"
Current project: Member of a Spencer Foundation Vision Grant team (pending decision) investigating community-college transfer pathways and systemic barriers to STEM participation.
Related Publication:
Eden, A., & Wernick, N. (2025). Does Socioeconomics Tell the Whole Story? Exploring High School Demographics and Success in a University Introductory Biology Course. The American Biology Teacher.
2️⃣ Cultural Wealth and Latin* Identity in STEM
2️⃣ Cultural Wealth and Latin* Identity in STEM
Building on Community Cultural Wealth (CCW) theory, this strand of research explores how Latin* students’ linguistic, familial, and aspirational assets shape their experiences in biology. My current projects examine how cultural wealth and institutional “servingness” interact to foster (or hinder) belonging and success. My work explores:
"How do Latin* students at HSIs and non-HSIs experience cultural affirmation in STEM?"
"How do multilingual and multigenerational forms of capital influence student identity and persistence?"
"What does it mean for an institution to truly be serving rather than merely enrolling?"
Current project: Developing a new multilingual CCW instrument and conducting latent-class analysis on diverse student populations across multiple institutions.
Related Publications:
Eden, A. & Dewsbury, B.M. (2024). Validating an Instrument for Measuring Community Cultural Wealth with Biology Majors at a Hispanic-Serving Institution. Journal of Microbiology & Biology Education.
Eden, A. (2024). Celebrando Herencia: A Latino Educator’s Reflection on a Science Museum’s Hispanic Heritage Celebration. Journal of Latinos and Education.
3️⃣ Teaching, Storytelling, and Science Communication
3️⃣ Teaching, Storytelling, and Science Communication
My teaching scholarship focuses on how storytelling, narrative, and pop culture can promote authentic engagement and scientific literacy. From creative projects like Evolution in Pop Culture to active-learning redesigns in general biology, I explore how students connect complex biological ideas to familiar cultural frameworks. My work explores:
"How does narrative-based learning enhance student curiosity and confidence?"
"How can pop culture and identity-centered teaching build bridges to scientific reasoning?"
"What role does reflection play in developing scientific literacy?"
Current project: Expanding the Evolution in Pop Culture initiative into a nationally shareable, JMBE-published resource and conference workshop.
Related Publications:
Eden, A. (2024). Writing Like a Scientist: A Research Assignment for Undergraduates Inspired by the Publishing Process. JMBE.
Eden, A. (2024). Promoting Scientific Literacy through the Writing of Abstracts. The Science Teacher.
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