Enjoyment and Messiness Versus Directionality and Endpoints: A Grounded Theory of Youths' STEM-Linked Identity Play (Poster 23)

• In Event: AERA Poster Session One
  In Poster Session: Division C Science Poster Session One

Abstract

There are multiple models of longitudinal identity development in the literature, which generally acknowledge that crafting identities involves some combination of authoring oneself amidst various structural arrangements and leveraging material, relational, and ideational resources. These models assume a directionality towards STEM over time. This paper introduces STEM-linked identity play to understand youths’ identity development in non-linear and less directional ways. Informed by constructs of wayfaring, rhizomatic thinking, and plastic continuity, we provide a case of one youth’s identity play during out-of-school STEM learning focused on environmental problem solving. His identity play was evident in performances and narrations of self over time where he tried out different ways of STEM knowing and doing in identity affirming and expansive ways.

Authors

• Heidi Carlone, Vanderbilt University
  Presenting Author

• Alison Mercier, University of Wyoming
  Presenting Author

• Emily Sprague, Vanderbilt University
  Presenting Author