“I Can Do It Myself”: Black and Latinx Girls’ Social Identity Development During STE(A)M Activities

• In Event: Equity in Technology-Based Environments

Abstract

This exploratory analysis focuses on students' self-perceptions and roles during a STEM and Arts-focused maker workshop where they created interactive designs and integrated systems. It centers on a case study of two teenaged girls of color, who participated in a 1-week summer enrichment opportunity for rising 9th graders from low-resourced communities. We utilize interaction analysis to understand learners’ interactions and self-expressions as they worked individually on some of the initial learning activities, and then later together as a team to create a collaboratively designed project. Findings support key changes in their self-perceptions and sense of identity around STEM and computing. We discuss these findings in light of social identity theory and related frameworks, as well as explore future directions.

Authors

• Christina D. Reeves, Pennsylvania State University

• Gabriela T. Richard, University of Massachusetts - Amherst