STEM Identity of Underrepresented Gifted Youth: A Qualitative Case Study

• In Event: Developing Psychosocial Skills

Abstract

In this qualitative case study, we explored the STEM identity of underrepresented gifted middle school students. Data were collected through semi-structured interviews with 12 students, their parents (n = 5), and teachers (n = 2) from a rural Title I school in the Midwestern U.S. Using the STEM identity framework, we found that participation in STEM enrichment and gifted programs supported students’ interest, performance, competence, and recognition as STEM people. Although barriers such as limited STEM access and misrecognition of twice exceptionality emerged, support from parents, teachers, and peers played a key role in shaping students’ self-perception in STEM. These findings suggest strategies to better support STEM identity development among underrepresented gifted youth.

Authors

• Tugce Karatas, Purdue University

• Nielsen Pereira, Purdue University/Gifted Education Research & Resource Institute

• Jack William Ev Weston, Purdue University