Promoting STEM Identity Development in Community Colleges and Across the Transfer Process

• In Event: Multiple Identities, Disparate Experiences: Community College Student Pathways in STEM

Abstract

Creating a talented, diverse STEM workforce is a salient issue facing community college leaders and practitioners. Employment in STEM fields has grown over the past two decades. While women and other diverse student populations have made gains in postsecondary attainment, they remain underrepresented in the STEM workforce (Funk & Parker, 2018). Subsequently, emphasis has been placed on recruiting and retaining diverse students.

Often facing racism, sexism, classism, and other structural oppressions and challenges, many diverse students find it difficult to conceptualize themselves as STEM-engaged individuals, failing to develop a strong STEM identity (Carlone & Johnson, 2007). This is troublesome as STEM identity development influences major persistence and interest (e.g., Brickhouse, Lowery, & Schultz, 2000; Carlone & Johnson, 2007). Because community colleges serve as important entry points for diverse populations into STEM fields (e.g., Reyes, 2011; St. Rose & Hill, 2013; Tsapogas, 2004), these institutions are positioned to enhance the STEM identity development of these students (e.g., Rodriguez, Cunningham, & Jordan, 2016).

The purpose of this presentation is twofold: (1) demonstrate the importance of developing STEM identity in community colleges and (2) address how community college leaders and practitioners can support STEM identity development policies both at the community college and across the transfer process. The presentation draws upon previous empirical evidence and conceptual perspectives related to STEM identity development, community college engagement, and transfer processes to inform recommendations.

Results

Building and Sustaining Interest in STEM Fields
Building and sustaining interest in STEM academic content and educational experiences is foundational in shaping STEM identity. Interest in these areas encourages students to remain curious, intrigued, and engaged, even when challenges arise. To build and sustain interest in STEM fields, community colleges may focus on encouraging career discovery, enhancing concurrent enrollment options, and strengthening academic pathways.

Encouraging Identity Performance in STEM Fields
Providing space for identity performance, or to enact one’s STEM identity in individual and social settings, is important to STEM identity development. Using the tools and language of their disciplines, URM students start to take on the identity of a scientist, engineer, or other STEM-engaged individual. Community colleges might design academic support, undergraduate research, and summer bridge experiences that encourage STEM identity performance.

Supporting STEM Identity Recognition
Giving students the ability to recognize themselves and be recognized by others as STEM-engaged individuals is essential to developing STEM identity. Community college students should be given opportunities to participate in activities that allow them to recognize themselves and be recognized by others, particularly STEM peers and faculty, as the kind of people who succeed in STEM. Community colleges and their partners might promote STEM identity recognition through co-enrollment partnerships, altruistic engagement activities, community college research and presentation experiences.

Significance

Developing and maintaining STEM identity leading into, through, and beyond community college transfer is key to student persistence. Administrators, faculty, and staff should create STEM identity-enriching experiences that encourage interest, identity performance, and identity recognition across the community college and transfer process.

Authors

• Sarah Rodriguez, Texas A&M University - Commerce

• Kari Hensen, Des Moines Area Community College

• Maria L Espino, Iowa State University