Girls' Science Identities: Using an Informal Outreach Program to Build Theory

• In Event: 56.082 - Poster Session 12
  In Poster Session: 56.082-1 - Motivation, Learning, and Instruction in STEM

Abstract

Recent research has emphasized the role that psychosocial supports play in intentions toward science, technology, engineering, and mathematics (STEM) education and careers. A lack of effective science identity formation in girls is believed to be an ongoing cause of low STEM participation among women. Using a sample of 176 girls ages 11-14 this study employed observations, focus group discussions, and individual interviews to examine emerging science identities. Among participants’ evidence of three distinct science identity archetypes (expert, experimenter, and inventor) were found in addition to a non-identity science enthusiast category. The implications of these archetypes and the interplay between gender expectations and archetypes for girls in STEM are discussed.

Author

• Brandy Todd, University of Oregon