Understanding the Development of Multiple Science Identities Before and During College for Undergraduate Latinx Women

• In Event: Women and Secondary School Girls Negotiating and Affirming Identity

Abstract

Despite efforts to increase the representation of undergraduate women and racial/ethnic minorities, equity gaps remain in STEM. While literature suggests a strong science identity is linked to persistence, it is unknown how these identities develop before and during college. Guided by funds of identity and a grounded model of science identity, this study aimed to understand the lived experiences that contribute to the science-identity development among undergraduate Latinx women in Biology. Using in-depth phenomenological interviews, journey mapping, a student-faculty observation, and a faculty-mentor training document on identity development, I identify contributors and deterrents of science identity development and highlight the continued need to better translate research into practice to support science-identity development and persistence among STEM undergraduate women of color.

Author

• Kaitlyn Nicole Stormes, University of California, Los Angeles