The Development of Science Identity Through Near Peer Mentoring and Research Experiences

• In Event: Promoting Equitable Learning and Career Pathways in STEM Through Positive Youth Development

Abstract

As the demographic composition of the United States continues to become more multicultural, society benefits from having researchers and scientists who reflect that diversity. Strong STEM identity functions to create resilience that buffers students against discrimination and other barriers and oppressions. In a similar way, research from an identity-based motivation (IBM) perspective shows that merely having information about science careers is not enough to develop an identity in science that will lead to pursuing a science pathway (Oyserman & Destin, 2010). Rather, students will act on information only if they believe the pathway described fits with other current identities (Stephens et al., 2015). When identities feel congruent within a context, according to IBM theory, students who experience challenges are more likely to interpret those difficulties as evidence that what they are doing is important and worthy of effort (Oyserman & Lewis Jr, 2017). Research experience programs (REPs) provide young people with real-world science engagement, including participating in lab work, often alongside mentors. However, there is little research on REPs targeting diverse secondary-level students. This study begins to fill that gap using a longitudinal comparative case study design to demonstrate (a) the importance of an intersectionality lens on science identity, (b) the potential of near-peer mentoring in science, (c) the potential of brief lab-based REPs—even as short as three days—for developing or sustaining science identity, and (d) the diversity of routes that science identity and pathway development unfold for diverse students.
Sample. Students were recruited from approximately N = 50 students attending summer enrichment programs hosted by the university that served as the site for the near-peer mentoring REP. This qualitative study focuses on five high school students, each paired with an undergraduate near peer mentor—all from underrepresented groups. Female-identifying participants emphasized how their mentors' modeling and messaging shaped their motivation in, identification with, and aspirations to pursue science. The younger male participants experienced different challenges that related less to their gender and racial identities. Findings help shape the design of school- and community-based mentorship programs and classroom instruction for science.
Results. Near peer mentoring in a research experience program boosted science pathway development for high school students of color. Across the five case studies, all students reported taking more science courses after the program. Two female students of color expressed gender- and race-related biases they face due and the key support of their mentor. Mentoring and research experience shaped science identity and pathway development in both unique and common ways. Conclusions. An intersectionality lens is important for research and practice focused on science identity development. This study used a longitudinal comparative case study approach to learn about the potential of a lab-based summer REP with near-peer mentors of color to support the intersectional pathway and identity development of high school students of color. Our results contribute new support and dimensions to an intersectionality lens on science identity, the potential of near-peer mentoring in science, the potential of brief lab-based REPs—even as short as three days—for developing or sustaining science.

Author

• Ross C. Anderson, Creative Engagement Lab