Professor Barton will explore the relationship between learning and identity work among youth from two lower-income urban communities throughout a presentation of multi-year, multi-sited ethnographic case studies of youth in 5th through 9th grades as they participated in afterschool science and engineering programs in community settings. She will examine how and why youth engage in science in these settings over time (including what ideas, practices and artifacts they develop), and when and how youth move such ideas, practices and artifacts into new contexts such as home, school or community, and towards what ends. Drawing upon a mobilities of learning framework, Dr. Barton suggests that the relationship between learning and identity work is characterized by a deep connection and commitment to place. Such a connection includes knowledge of and care for community and ethical considerations at the powered boundaries of science and community, as well as the capacity to use these connections to engage deeply with scientific knowledge and practice across settings in order to take educated action with, and for others. She will also expand upon current conceptions of learning and identity work by focusing on how youth contribute to contexts in which science takes place, and how their contributions alter our conception of knowing and doing science, ownership of knowledge and practice, and the concept of “expert.”