Identity Formation in Science During Adolescence: How Do Future Possible Selves Take Shape for Underrepresented Students?

• In Event: Pathways to STEM Identity Development for Youth Underrepresented in STEM

Abstract

This study explores how students of color in late adolescence form and sustain a science identity and the potential positive role of near-peer mentoring experiences. There continues to be a well-documented underrepresentation of students from racial and ethnic minority backgrounds in science pathways. We followed an identity-based motivation framework and near peer mentoring format to pursue this investigation with twelve students in high school and undergraduate science programs. We found the near peer relationship did not focus on science content knowledge, primarily, but rather on candid descriptions of experiences as a student of color in science. Our preliminary findings demonstrate the importance of opportunities to exchange social-cultural aspects of engagement in science and the contextualized construction of science identities.

Authors

• Ross C Anderson, University of Oregon

• Ed Madison, University of Oregon