Abstract
While science identity has been widely studied, little attention has been given to how faculty develop science communicator identity (SCI). Grounded in the communication theory of identity, this study used a sequential explanatory mixed-methods research design to investigate predictors of SCI among faculty at Virginia Tech. In the quantitative phase (n=62), a multiple linear regression analysis revealed that confidence in communication skills (personal identity), expectations of others (relational identity), and perceived importance of science communication to others (communal identity) significantly predicted SCI. In the qualitative phase (n=9), thematic analysis of focus group data revealed how the personal, enacted, relational, and communal identity frames interact to shape SCI, with communal identity emerging as a major driver of science communication engagement and identity development. Together, the findings support the value of conceptualizing SCI as a multidimensional construct and suggest that enhancing identity-based motivation may strengthen science communication engagement among agricultural and life sciences faculty.
Keywords: communication theory of identity, identity-based motivation, mixed methods research, science communication, science communicator identity
Recommended Citation
Adebayo, Bolanle Oyindamola; Akowuah, Yaw; Parrella, Jean A.; Sunderman, Hannah; Kroehler, Carolyn J.; and Raun, Patricia (2025) "Modeling Science Communicator Identity Through the Communication Theory of Identity: A Mixed-Methods Study of Virginia Tech Faculty," Journal of Applied Communications: Vol. 109: Iss. 4.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
