Factors Impacting the Science Identities of Children From Low-Income Neighborhoods Enrolled in STEM Clubs

• In Event: 51.062 - Study of STEM Learning Environments

Abstract

Informal science education has great potential to support the ongoing and equitable engagement of a diverse range of people with science. This study focuses on children from low-income neighborhoods who participated in out-of-school STEM clubs. Specifically, we examine factors impacting the science identities of children enrolled in STEM club programs for at least one year. Using a qualitative methodology, we conducted focus groups with 14 cohorts of children. We performed data analysis through constant comparative methods. Initial findings revealed factors operating at the intersection of Carlone and Johnson’s (2007) science identity framework of competence, performance, and recognition. Our identified factors included: perceptions and attitudes about (club and school) science; confidence in science; and the value attributed to science.

Authors

• Lydia E Carol-Ann Burke, University of Toronto

• Ana Maria Navas Iannini, University of Toronto