Determining Math and Science Engagement Through Images: Complicating Identity and Representation in the STEM Classroom

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: It's Bigger Than Belonging: An Examination of Well-Being, Representation, and Advocacy (Table 23)

Abstract

Our federally funded project aimed to equip science and mathematics teachers with culturally-responsive, affective-focused skills that support students’ STEM learning, affective connections, STEM identity development, and career interests. In order to better understand students’ perceptions of who does math and science, we presented students with photos of people reflecting diverse races, ages, genders, and appearances, and sought to understand their justifications for these choices. We found that students drew on personal connections to make determinations, associated high-status symbols with STEM jobs, maintained gendered perceptions of STEM participation, and demonstrated how certain characteristics mediated their justifications regarding STEM engagement. Understanding how students conceptualize doers of STEM can help build more robust interventions to help students counter problematic narratives and promote inclusion.

Authors

• Sheila Castro, University of Florida

• Amy Christensen-McLean, University of Florida

• Chonika Coleman-King, University of Florida

• Ebony Terrell Shockley, University of Maryland

• Julie Brown, University of Florida