Culture Matters: Implications for Female and Latino Students' Identities and Self-Efficacy in a Fablab/Makerspace Environment

• In Event: 31.092 - Poster Session 5
  In Poster Session: 31.092-4 - Learning Sciences SIG Poster Session

Abstract

Technology-enhanced learning environments provide opportunities for students to engage in STEM experiences. However, the open-ended activities and new technologies may initially be overwhelming for underrepresented students. In this study, we examined how students’ technical self-efficacy and their perception about their identities varied across gender and ethnicity in a technology-enhanced learning environment. Compared to non-Hispanic, white male students, female and Latino students reported placing higher value on their gender and cultural identities, reported lower levels of technical identities and persistence, and reported different types of help-seeking behaviors. These findings show potential areas of risk that could lead to decreased involvement in STEM activities. However, they also show how the professor, facilitators, and peers could provide support to offset these risks.

Authors

• Shima Salehi, Stanford University

• Liza Renee Lizcano, Stanford University

• Paulo Blikstein, Stanford University