Initial Examination of How Virtual Global Collaboration Shapes the Identity of Adolescent Learners in the United States

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  In Roundtable Session: Bridging Gaps in Diversity and Inclusion: Exploring Creative, Collaborative, and Equitable Educational Practices Across Cultures (Table 6)

Abstract

This paper examines how adolescent students from the U.S. reflect on their identity after participating in a year-long virtual, global collaborative informal learning community focused on STEM projects. Post-experience interviews with 27 participants revealed four main themes: a divide between science and math identities, cultural background reflections, appreciation for support systems, and a tendency towards independence over collaboration.

Authors

• Danielle Pascual Espino, Pepperdine University

• Kristina M. Lux, Pepperdine University/Newport Healthcare

• Seung B. Lee, Pepperdine University

• Julia Savoca Gibson, American University

• Lu Liang, Pepperdine University

• Eric R. Hamilton, Pepperdine University