Terrance Burgess is an assistant professor of science education in the Department of Teacher Education. Broadly, his research focuses on how increasing equitable science learning opportunities for elementary youth of color influences their multiple identities within the urban school setting. More specifically, his work utilizes qualitative methodologies to center the voices of youth of color as they engage in science learning to make sense of how they come to view themselves as scientists while contending with other identities (e.g., their identity as a student, a person of color, their gender identity, etc.) within the science classroom. Additional areas of his research explore how teachers' positionalities and their implementation of standards-driven curricula tend to youth's multiple identities.