Empowering Underrepresented Middle School Youth in Engineering Knowledge and Productive Identity Work

• In Event: Poster Session 15
  In Poster Session: STEM Education in K-12 and Higher Education

Abstract

Studies reveal that student success in school science is not well correlated with the pursuit of engineering. Identity gaps continue for students from non-white and non-Asian backgrounds. Our research focuses on how the design of learning environments support productive identity work in engineering. Based on data collected from eight middle grades youth involved in a weekly, informal afterschool program in a local community club, we present two main findings. In terms of the identity work that shapes/informs productive identity in engineering, we describe three pathways taken up by youth. Next, we present how coupling authentic investigations with sustained opportunities to transform investigative findings into “educated action” –InvestigAction-- supports powerful learning in conjunction with productive identity work in engineering.

Authors

• Angela Calabrese Barton, Michigan State University

• Edna Tan, University of North Carolina at Greensboro