Sumi Hagiwara, Angela Calabrese Barton, and Isobel Contento's article fills the gap in science education research related to immigrant parents ''place in school science [classrooms and formation] of hybrid identity''. The authors investigate immigrant parents' identity formation and engagement in science settings through case studies and life stories of Daniela and Patricia. From Daniela and Patricia's personal stories and their experiences in the LiFE program and science classrooms, the authors build a case for understanding the nature of hybrid identity formation in a new space. In my view this article adds to the science education literature by framing immigrant parents' identity struggles through the lens of cultural and personal diaspora rather than through the sense of deficit structures and experiences. The authors connect science and immigrant parents' contributions to students' science learning in the classrooms as a copartnership in a new space. After reading this article I felt necessary to further discuss the role of (1) identity and hybrid space and (2) language, identity, and hybrid space of immigrant people. In addition, I wanted to comment on the research framework that utilizes the notion of space to investigate science teaching and learning of immigrant parents and youths.
