How Students' Participation, Importance, Competence, and Vision Frame Their Conceptualization and Identification With STEM

• In Event: 77.057 - MTCC Roundtable Session 35
  In Roundtable Session: 77.057-7 - Student Focus: Science Teaching and Learning SIG Roundtable Session

Abstract

This study analyzes the ways in which student conceptualize and identify with STEM. Student interviews were conducted with those that either attended a selective STEM school, were not selected or chose not to attend a selective STEM high school, or dropped out of a selective STEM school. From these interviews, student high school experiences were examined for how they tied those experiences to their conceptualization of STEM participation, perceptions of STEM importance, notions of competence in STEM, and vision of a STEM person. Using communities of practice and identity negotiation theory, this research contributes understanding on the relationship between identity formation and STEM opportunities by students, particularly among students with early interest and achievement in STEM and in STEM-focused contexts.

Authors

• Anthony Muro Villa, University of California - Riverside

• Xavier J. Monroe, Stanford University

• Elizabeth B. Dyer, WestEd

• Maya Salcido White, WestEd

• Edward D. Britton, WestEd STEM Program

• Steven Arnold Schneider, WestEd