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42.031 - STEM Identity Development: The Contribution of Educational and Schooling Experiences
Sat, April 29, 10:35am to 12:05pm, Henry B. Gonzalez Convention Center, Floor: Meeting Room Level, Room 210 ASession Type: Symposium
Abstract
Scholars are faced with the task of understanding why girls, students of color, and other traditionally marginalized students stop pursuing and persisting in STEM fields throughout their schooling and what we may do to change this phenomenon. In line with this year’s theme, “Knowledge to Action: Achieving the Promise of Equal Educational Opportunity” presenters share their work on different time points in education (elementary school, middle school, college, graduate students) and schooling to illustrate experiences that ultimately contribute to the development of a STEM identity. A theoretical introduction using social identity framing will set the tone for the discussion of STEM identity development.
Sub Unit
Chair
Papers
Development of STEM Identity Among Adolescent Girls and Students of Color: A Social Identity Theoretical Perspective - Ann Young Kim, University of Southern California; Gale M. Sinatra, University of Southern California
Students' Self-Efficacy and Interest in an Elementary Makerspace Program - Vanessa Wanchanit Vongkulluksn, The Ohio State University; Ananya Mukhopadhyay, University of Southern California; Gale M. Sinatra, University of Southern California; Julie A. Marsh, University of Southern California
The Experiences and Malleable Factors That Support the Development of Science Identity in Middle School Students - 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
Exploring the STEM Capability Profiles of Special Populations to Predict STEM Identity - Micaela Victoria Cesario Morgan, University of California - Santa Barbara
Mentoring and Identity as a Scientist: Insights From Ethnically Diverse Undergraduates and Their Research Mentors - Rachael Robnett, University of Nevada - Las Vegas; Martin Chemers, University of California - Santa Cruz; Eileen Zurbriggen, University of California - Santa Cruz; Faye Crosby, University of California - Santa Cruz