The Experiences and Malleable Factors That Support the Development of Science Identity in Middle School Students

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

Abstract

Many science learning experiences are designed to support youth to develop a “science identity” (NRC, 2009, 2015). Further, many place special attention on designing programs that support girls and students of color to develop science identity and maintain STEM interest during the middle school years—a time when interest in STEM has been shown to wane dramatically (Gonzales et al., 2008). Researchers who study science identity argue that those who have a science identity are more likely to engage in science learning experiences and pursue STEM careers (Archer et al., 2010; Aschbacher et al., 2009.

Purpose. The purpose of this paper is to explore the ways in which science learning experiences support the development of particular malleable factors (dispositions, skills, and knowledge) that in turn support the development of middle school students’ science identity. We have grounded this study and analysis within a larger framework of science learning activation (Authors, under review) that identifies the malleable factors that enable success in science learning. These factors include 4 dimensions of science learning activation: 1) competency beliefs in science, 2) fascination with science, 3) valuing of science knowledge and skills; and 4) scientific sensemaking.

Data Sources. In order to investigate the degree to which these factors support the development of science identity in middle school we recruited over 1,400 middle school students from two different urban regions in the United States with student populations that are diverse by SES and ethnicity. At two different time points, students completed surveys that measured (1) the types of science learning experience they had and prefer, (2) four dimensions of science learning activation, and (3) the extent that they felt identified as a “science person,” as wells as to how their peers, parents, and teachers perceived them as “science people.” We also collected demographic data that provided us information about student’s gender, race/ethnicity, and SES status. This dataset was used to analyze the relationship among science identity, science learning activation, experiences, and a student’s background.

Method and Results. Using Structural Equation Modeling, we defined science identity as a latent construct which manifests itself through student’s science activation and their self and outsider perceptions as science people. We find that all dimensions of activation contribute substantially to the development of identity and that its development is differentiated by whether the student is male or female. Exploratory analyses show that girls tend to participate in less science experiences than boys which in turns leaves them to have lower levels of each of the dimensions of science learning activation. Supporting our framework, we find higher levels of activation lead to higher levels of science identity. Therefore, girls tend to have lower science identity because they tend to have lower levels of activation.

Significance. The presentation concludes with a discussion of the significant implications of this study for both program design and future research, highlighting how experiences shape dispositions, practices, and knowledge that support the development of science identity, with particular attention to the needs of girls.

Authors

• Paulette Vincent-Ruz, University of Pittsburgh

• Rena Dorph, University of California - Berkeley

• Kevin R Binning, University of California - Los Angeles

• Christian D. Schunn, University of Pittsburgh