Development of STEM Identity Among Adolescent Girls and Students of Color: A Social Identity Theoretical Perspective

• In Event: 42.031 - STEM Identity Development: The Contribution of Educational and Schooling Experiences

Abstract

Purpose and Theoretical Framework. The purpose of the review was to synthesize recent research using a social identity theoretical framework in order to make suggestions on future research and programs. Social identity theory aims to explain identity in terms of group processes and intergroup relations (Tajfel & Turner, 1979). According to social identity theory, individuals determine which social categories they belong to based on the defining characteristics of the particular social category. Further, they are motivated to do so in order to maintain a positive self-concept (Hogg, Terry, & White, 1995).

Our review aimed to answer three questions: 1) What psychological processes contribute to STEM persistence and pursuit among adolescents? 2) What efforts have been made to change the prototype of who belongs in STEM classes/majors/careers? And, 3) what recommendations for theory, research, and programs and policy emerge from this review?

Data. We conducted a systematic review of 39 empirical journal articles focusing on the experiences of female students and students of color studying Science, Technology, Engineering, and Mathematics (STEM). We focused specifically on psychological factors identified in educational psychology as having associations with academic persistence and achievement: motivation, interest, and attitudes towards STEM domains, as well as sense of belonging, self-concept, self-esteem, and self-confidence.

Results. Findings indicate although female students and students of color experience challenges from others when claiming membership in the STEM in-group they are fighting back against the stereotypes and negative perceptions of their abilities held by those around them. Additionally, we found the common perceptions regarding who belongs in the STEM in-group held by the female students and students of color as well as the boys in their classes could be changed through intervention and educational programs.

Significance. Through the application of a social identity theoretical lens to students who are going through a critical developmental stage, we identified that a two-pronged approach is needed. On the one hand, it is important to continue supporting female students and students of color as they progress through secondary schooling. On the other hand it is also important to put in efforts to change the perceptions of those currently considered to be members of the in-group in order to broaden the prototype of individuals who pursue STEM courses and careers. The goal would be for female students and students of color to feel they can, if they choose, pursue STEM careers.

Authors

• Ann Young Kim, University of Southern California

• Gale M. Sinatra, University of Southern California