TABLE 4.

Componential analysis of the overarching themes of literacy, identity, and belonging achieved by students upon completion of the intervention, after either the full curriculum (Course 1) or the embedded module (Course 2)^a

Course no.	Student	Science literacy			Science identity		Science belonging
		Knowledge	Practice	Value	Personal	Professional	Academic	Professional
Course 1	Kasper	NO	✓	✓	−, +	✓	✓	NO
	Kori	✓	✓	✓	−, +	✓	✓	✓
	Gianna	NO	✓	✓	−	✓	✓	NO
	Niki	✓	✓	✓		✓	✓	✓
	Dani	✓	✓	✓	+	✓	✓	✓
	Aaliyah	✓	✓	✓		✓	✓	✓
	Kiara	✓	✓	✓	−	✓	✓	✓
	Zara	✓	✓	✓	−	✓	✓	✓
	Madi	✓	✓	✓	−	✓	✓	✓
Course 2	Sam	✓	✓	✓		✓	✓	✓
	Alex	NO	✓			✓	✓	NO
	Amara	✓	✓	✓	−	✓	✓	✓
	Isabella	✓	✓			✓	✓	NO
	Sofie	✓	✓	✓		✓	✓	✓
	Kris	✓	✓	✓	+	✓	✓	✓
	Riley	✓	✓			✓	✓	✓
	Jocelyn	✓	✓	✓		✓	✓	✓
	Aneta	✓	✓	✓		✓	✓	✓
	Lotte	✓	✓			✓	✓	✓

^aA checkmark indicates a student was coded as being scientifically literate, possessing a professional science identity, or having a sense of belonging within the science community. NO indicates student was coded as not possessing scientific literacy, identity, or belonging. Cells are left empty when student responses did not address aspects of literacy, identity, or belonging. −, indicates aspects of a student's personal identity that the student perceived as a disadvantage; +, indicates aspects of a student's personal identity that the student perceived as an advantage. Pseudonyms are used to maintain students’ privacy.