Heidi Carlone

Teacher Education and Higher Education (TEHE) Department 
Heidi Carlone

Hooks Distinguished Professor of STEM Education
Email: heidi_carlone@uncg.edu
Office: 404 SOEB

Research Interest

Science education, Engineering education, Equity, Culture, Identity, Teacher education, Science education reform


  • PhD. in Instruction and Curriculum, University of Colorado, Boulder
  • B.S. in Science Education, North Carolina State University


Dr. Carlone is a Professor of Science Education who studies equity, identity and culture in innovative in-school and out-of-school K-16 science and engineering settings. Her most recent work focuses on understanding the short- and long-term impacts of excellent elementary instruction on students’ science-related identity work (through an NSF early CAREER grant), impacts of a field ecology research program on diverse high school youths’ identity work (through an Informal Science Education grant from the NSF called “The HERP Project”), and the cultural production of smartness and competence in elementary engineering (through a partnership with Engineering is Elementary at the Museum of Science Boston).

Link to Dr. Carlone’s CV



Carlone, H.B., Huffling, L.D., Tomasek, T., Hegedus, T.A., Matthews, C.E, Allen, M.H., & Ash, M.C. (2015). ‘Unthinkable’ selves: Identity boundary work in a summer field ecology enrichment program for diverse youth. International Journal of Science Education, 37(10), 1524-1546.

Carlone, H.B., Webb, A., Archer, L., & Taylor, M. (2015). What kind of boy does science? A critical perspective on the science trajectories of four scientifically talented boys. Science Education, 99(3), 438-464.

Carlone, H.B., Johnson, A.C., & Scott, C.M. (2015). Agency amidst formidable structures: How girls perform gender in science class. Journal of Research in Science Teaching, 52(4), 474-488.

Carlone, H.B., Johnson, A., & Eisenhart, M.A. (2014). Cultural perspectives in science education. In N. Lederman & S.K. Abell (Eds.). Handbook of Research in Science Education (2nd edition) (pp. 2069-2135). New York: Routledge.

Carlone, H.B., Scott, C., & Lowder, C. (2014). Becoming (less) scientific: A longitudinal study of students’ identity work from elementary to middle school science. Journal of Research in Science Teaching, 51(7), 836-869.

Carlone, H., & Smithenry, D. (2014). Creating a “we” culture: Strategies to ensure all students connect with science. Science & Children, 52(3), 66-71.

Parsons, E.C., & Carlone, H.B. (2013). Culture and science education in the 21st century: Extending and making the cultural box more inclusive. Journal of Research in Science Teaching, 50(1), 1-11.

Brandt, C., & Carlone, H.B. (2012). Ethnographies of science education: Situated practices of science learning for social/political transformation. Ethnography and Education, 7(2).

Carlone, H., & Johnson, A. (2012). Unpacking ‘culture’ in cultural studies of science education: Cultural difference versus cultural production. Ethnography and Education, 7(2), 151-173.

Carlone, H.B., Haun-Frank, J., & Webb, A. (2011). Assessing equity beyond knowledge- and skills-based outcomes: A comparative ethnography of two fourth-grade reform-based science classrooms. Journal of Research in Science Teaching, 48(5), 459-485.

Carlone, H.B., Haun-Frank, J., & Kimmel, S. (2010). Tempered radicals: Elementary teachers’ narratives of teaching science within and against prevailing meanings of schooling. Cultural Studies of Science Education, 5(4), 941-964.

Carlone, H.B., Kimmel, S., & Tschida, C. (2010). A rural, math, science, and technology elementary school tangled up in global networks of practice. Cultural Studies of Science Education, 5(2), 447-476.

Carlone, H.B., & Johnson, A. (2007). Understanding the science experiences of women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44 (8), 1187-1218.