Making the Shift: Examining the Identify Shift of High-Achieving STEM Majors Turned STEM Teachers

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Preparing Teachers for Culturally Diverse Students and Multicultural Societies

Abstract

There is a persistent shortage of teachers of color in urban schools. Transformative and Innovative Practices in STEM Education (TIPS) was a program created to address this need by recruiting STEM majors of color into teaching. This research examines the factors that impact the shift in identity and self-efficacy of STEM majors as they transition to teaching. Results from a qualitative case study show that multiple factors including exposure to teaching, inquiry-based pedagogy, professional development around culturally relevant practices along with multi-layered mentoring positively impact high-achieving STEM majors who transition to STEM education.

Authors

• Tabora A. Johnson, Medger Evers College - CUNY

• Chiyedza Small, Medgar Evers College, City University of New York

• Salika A. Lawrence, The College of New Jersey