An Initial Systematic Literature Review: STEM Identity Development in Formal High School Settings

• In Event: AERA Roundtable Session Sunday 1:45 pm - Gold 3
  In Roundtable Session: Meta-analytic and Systematic Reviews of Learning Environments

Abstract

This paper presents an initial systematic literature review conducted per the PRISMA 2020 model to examine STEM identity development in formal high school environments. The findings from this review of 26 empirical studies support the idea that external support, active engagement in STEM (activities and courses in STEM), and internal motivation (self-efficacy) support the development of STEM identities during high school. Still, STEM identity development is hindered by racial, gender, and economic barriers. The review also found a lack of defined structure in considering how students develop discipline-specific STEM identities, which can be important for students making decisions during high school that impact their career trajectories.

Authors

• Thomas Daniel Armour, University of Miami

• Jennifer Beth Kahn, University of Miami