Putting the "I" in STEM: How Rural, High-Poverty Middle School Students Incorporate Who They Are in Their Consideration of STEM Careers

• In Event: 46.085 - Roundtable Session 15
  In Roundtable Session: 46.085-2 - Can I See Myself Here? Marginalized Identities and STEM Learning

Abstract

This exploratory case study is part of a large scale NSF ITEST project, carried out in 4 rural, high poverty middle schools with a comparison district, 45 participating teachers, 40 leaders, and 2200 students to promote interest in and preparation for STEM careers. Within this project, a smaller intervention was carried out with 85 students in one science teacher’s classrooms in one of the intervention districts. This study investigates in depth how four of these 8th grade students identify with different careers, weigh the relative costs and task values, and describe their abilities and social supports, applying the expectancy-value theory of achievement motivation for qualitative data analyses. Results highlight the critical importance of informed social supports for underrepresented students.

Authors

• Meredith Weaver Kier, Howard University

• Margaret R. Blanchard, North Carolina State University