Sarah C. Fankhauser

This study explores how Asian and Asian American student researchers navigate their cultural identities in scientific writing, identifying 'spurring' and 'siloing' as strategies to balance personal background with scientific norms.

This study explores why pre-college students choose to publish in scientific journals, finding that publication helps build self-efficacy and science identity, especially for female-identifying students.

The paper examines how mentors support students in developing professional science disciplinary literacy practices through writing and publishing research.