Defining STEM Professional Identity: An Exploratory Study

• In Event: Understanding Identities Along STEM Educational Pathways

Abstract

STEM identity researchers have called for more rigorous measurements of integrated STEM identity. Recognizing the prerequisite need for a clear definition of integrated STEM identity, our exploratory study centers STEM professionals and how they define STEM identity, via open-ended responses to an online qualitative survey collected through Amazon Mechanical Turk. Through inductive and deductive coding informed by sociocultural identity perspectives, valid responses from 105 participants were qualitatively analyzed. Three preliminary findings emerged: STEM professionals emphasized performance/competence when defining themselves, perceived expertise influenced STEM professionals’ recognition by others, and STEM professionals aspired to make positive impacts. Implications include the development of STEM identity instruments that can be used to evaluate the effectiveness and inclusiveness of STEM professional programs and reforms.

Authors

• Jennifer Tripp, University at Buffalo - SUNY

• Xiufeng Liu, University of Macau