How does viewing mentored science learning activities shape adolescent identity during a pandemic? A qualitative study

• In Event: Identity exploration, discrimination, and information access among diverse youth and families during COVID-19

Abstract

Introduction
The COVID-19 pandemic has provided an unprecedented historical context during which adolescent identity development continues to occur (Scott et al., 2020). As the pandemic has raised public awareness of science and science-related issues, persistent racial and gender inequities in STEM fields (Grossman & Porsche, 2018) may continue to shape how youth perceive their identity during adolescence.

Research questions
We conducted focus groups with diverse groups of adolescents after they viewed brief, documentary-style videos of undergraduate mentors and high school mentees of color engaged in mentored science learning activities. We had two questions: (1) After watching these videos, how do high school students perceive and reflect on their sense of self? (2) Do students express and/or reflect on facets of their identity in a way that is connected to the pandemic—if so, how?

Study population
We conducted 11 virtual focus groups with a total of 38 high school students (Table 1) from two university-based summer research programs in the United States. These programs serve students traditionally underrepresented in higher education and STEM pathways.

Methods
Videos: Applying identity-based motivation theory (Oyserman, 2015) and digital storytelling principles (Robin, 2008), our team produced five videos for a larger study designed to develop and test a classroom-based intervention to enhance science motivation, identity development, and learning outcomes among adolescent youth from groups underrepresented in STEM. Focus groups: Semistructured focus groups were conducted to gauge students’ reactions to one video, understand students’ pandemic experiences, and understand how the video and the pandemic have shaped their perceptions of and interests in science. Because the students featured in the videos and in our study were diverse on race/ethnicity, gender, and age, we examined whether these videos sparked conversations about identity, and if so, which identity themes emerged from these conversations. Analysis plan: We employed an adapted grounded theory approach incorporating deductive and inductive elements (Charmaz, 2014). Using a priori theory-based codes reflecting salient features of identity, coders individually examined the same focus group transcript. After a group discussion to refine and expand our coding system to incorporate emergent themes, coders recoded the transcript (Table 2).

Preliminary results
Three broad findings emerged: (1) The most common themes were centered around the pandemic and students’ current interests and future aspirations. Surprisingly, the video elicited no specific reflections around race/ethnicity and gender, even though the videos featured females and students of color engaging in mentored science activities. (2) Students’ identity reflections were largely disconnected from their pandemic-related experiences and observations. When they were connected, students mentioned family health issues and inequities in healthcare access. (3) Two broad types of student responses emerged: self-reflective and other-oriented. That is, while some responses related to students’ own experiences and sense of self, other responses mentioned connections with family members and one’s community, consistent with research indicating the importance of interpersonal connections among youth of color (Kim et al., 2020). Prior to the symposium, we will complete the coding of the focus groups to fully address our research questions.

Authors

• Matthew H Kim, University of Kentucky
  Presenting Author

• Nicholette DeRosia, University of Oregon
  Non-Presenting Author

• Rachel Guldin, University of Oregon
  Non-Presenting Author

• Maya Lazaro, University of Oregon
  Non-Presenting Author

• Ross Anderson, Inflexion
  Non-Presenting Author

• Tracy Bousselot, Inflexion
  Non-Presenting Author

• Kristine Chadwick, Inflexion
  Non-Presenting Author

• Jenefer Husman, University of Oregon
  Non-Presenting Author

• Ed Madison, University of Oregon
  Non-Presenting Author