Examining the Science Identity of Traditionally Underserved STEM Students in Public and Private Settings

• In Event: Poster Session 10
  In Poster Session: Student Learning and Development in Higher Education Poster Session

Abstract

First year college students at public and private higher education institutions are often in the process of self-exploration. Self-perception of competence in a subject can validate student identity development, and a student who identifies strongly as a "science person" is more likely to desire a career in the science field and choose a science major. This study examined the science identity of underrepresented minority students (URM) and female students at both public community college and private graduate school settings participating in the HOME+STEM project, a health sciences grant project funded by Covered California. Findings showed that mentor support combined with community outreach and education can play a critical role in enhancing the science identity of women and URM students.

Authors

• Nooshin Valizadeh, University of Southern California

• Darnell G. Cole, University of Southern California