Feeling Connected to STEM as a Deaf Teen: Is Perceived Isolation Promotive or Restrictive?

• In Event: Marriott Roundtable Session 12
  In Roundtable Session: Science Teaching and Learning: Science Identities

Abstract

Abstract: We present the results of three case studies. In a focus group and individual interviews a year later, deaf high school students reflected on the connection (or disconnection) they feel to STEM. We also asked these students to report on any barriers to connection to STEM. We report findings that support the complex nature of intersectional identities (e.g., identifying as DEAF and a racial/ethnic and/or gender minority group member), particularly as they relate to STEM professional outcomes. We report evidence that perceived isolation in STEM fields alongside limited access to language, expert teachers, and time to engage in STEM may be restrictive for this population of teens; whereas, one case sees his isolation as an opportunity to blaze a trail.

Authors

• Jessica Scott, Georgia State University

• Maggie Renken, Georgia State University

• Patrick James Enderle, Georgia State University

• Scott Cohen, Georgia State University