Examining the Impact of an Out-of-School Program on Underrepresented Youths’ STEM Identity and Belonging

• In Event: AERA Poster Session Sunday 7:45 am
  In Poster Session: Equitable Participation and Discourse in Science Teaching and Learning

Abstract

Students can hold a positive STEM identity, yet still feel disconnected from the STEM community. Understanding the interplay between STEM identity and sense of belonging requires deeper exploration. This case study examines the impact of a hybrid teacher professional learning and student out-of-school STEM program on the STEM identity and sense of belonging of 27 underrepresented or racially minoritized (URM) high school students. Our findings suggest that the program positively shifted students’ STEM identity and belonging. Our study provides insights into why students may or may not identify as “STEM people,” factors influencing their sense of belonging in STEM communities, and the types of experiences that can foster positive shifts in both their STEM identity and sense of belonging.

Authors

• Xornam Apedoe, University of San Francisco

• Katherine Nielsen, University of California - San Francisco