Enhancing the Participation of Underrepresented Groups in STEM: Navigating Socialized Identities

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Critical Perspectives on STEM Classrooms: Understanding Underrepresentation and Push-Out

Abstract

National imperatives to broaden the STEM participation of underrepresented groups remains a prominent priority across educational research. Due to marginal effectiveness associated with racialized minorities, researchers continue to explore STEM initiatives. Researchers have discussed dispositional factors such as identity and self-efficacy that influence participation and persistence in STEM for underrepresented groups. These implications were considered in the design of the Actualizing STEM Potential in the Mississippi Delta (ASP) project which was designed to enhance the identity and self-efficacy of African Americans in a pre-engineering afterschool robotics program. Findings for this longitudinal mixed methods case study evidence an increase in identity and efficacy. Findings align with the social justice mission oriented towards increasing the participation of African American students in STEM.

Authors

• Lezly Taylor, Virginia Tech

• Brenda R. Brand, Virginia Polytechnic Institute and State University

• George E. Glasson, Virginia Tech

• Anza Mitchell, Virginia Polytechnic Institute and State University