Study of Ambient Cues in Predominantly White Elementary STEM Classrooms

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Abstract

When people see ambient cues (e.g., posters on classroom walls) that are not compatible with their identity, they are unlikely to want to be part of the group that the cues embody. We conducted an exploratory study to research ambient identity cues in elementary STEM classrooms that may allow othering of racially and/or ethnically minoritized students. Grounded in sociocultural theory of identity, we examined students’ identity resources through focus group interviews with teachers and their reflective journals and classroom objects to study how ambient identity cues are used in their STEM classrooms.

Authors

• ChanMin Kim, Pennsylvania State University

• Eunseo Lee, Pennsylvania State University

• Emre Dinç, Pennsylvania State University

• SeriaShia Chatters, Pennsylvania State University