Enhancing STEM Identity for Minoritized Middle School Students in a Multicultural Context: A Quasi-Experimental Study

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Developing and Navigating Identity in Multicultural Educational Contexts (Table 9)

Abstract

This study examines the impact of a year-long, grant-funded STEM mentorship program on middle school (MS) students’ science identity. Guided conceptually by Carlone and Johnson's (2007) science identity model, this project utilizes a quasi-experimental, mixed-methods research design. We collected interview data from 45 college mentors and survey data from 590 MS students (292 treatment; 298 control). The paper focuses only on MS student data, and the preliminary findings indicate statistically significant mean differences between the two groups on core program activities (e.g., mentorship, video learning games). The regression model indicates 60% (adjusted R2=.591) of the variance explaining MS students’ science identity. These findings affirm the importance of mentorship and innovative gaming-based learning to support MS students’ science identity.

Authors

• Darnell G. Cole, University of Southern California

• Christopher B. Newman, California State University - Fullerton

• Ting-Han Chang, William Paterson University