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Becoming Scientists: Pathways of Identity, Interest, and Belonging
Sun, April 12, 1:45 to 3:15pm PDT (1:45 to 3:15pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: Gold Level, Gold 3Session Type: Roundtable Session
Abstract
This session explores how learners develop the confidence, identity, and sense of belonging that sustains their engagement in science across educational levels. Using diverse methodologies, from structural equation modeling and fuzzy-set analysis to co-design and citizen science, these studies examine the personal, cultural, and instructional factors that shape students’ interest and persistence in STEM. Together, they illuminate how inquiry, mentorship, authentic research, and identity-affirming learning environments foster agency and inclusion for underrepresented students.
Sub Unit
Papers
“Choosing What’s Important to Me!”: Impacts of the Co-Design Process on Fifth-Grade Girl’s Science Interests - Jasmyne Yeldell, University of North Carolina - Chapel Hill
Factors Associated with Interest in Research in CUREs - Maham Khalid, University of Arizona; Priscila M Ledezma, University of Arizona; Kealie Walker, University of Arizona; Adriana D. Cimetta, University of Arizona; Courtney Leligdon, University of Arizona; Kimberly Sierra, University of Arizona
Gendered pathways in science: A fuzzy-set analysis of high science–achieving students’ career expectations - Shaohui Chi, East China Normal University; Zuhao Wang, East China Normal University
How Inquiry-Based Learning Impacts Science Career Expectations: Mediating Roles of Achievement Motivation and Science Identity - Jiayi Tao, East China Normal University; Shaohui Chi, East China Normal University; Zuhao Wang, East China Normal University; Wenye Zhou, Institute of Curriculum and Instruction East China Normal University
The Impact of an NIH-Funded Project on Students’ STEM Self-Efficacy, Science Identity, and Career Interest - Sunha Kim, University at Buffalo - SUNY; Weiyi Ding, University at Buffalo - SUNY; Stephen Koury, University at Buffalo - SUNY; Sandra Small, University at Buffalo - SUNY