Differential Influences of Parents and Teachers on STEM Identity of Minorized Youths

• In Event: STEM as a Connection Between Families, Schools, and Communities

Abstract

Building on Woelfel and Haller’s (1971) notion of models and definers as adult roles in shaping child identity, we use phenomenological interview data to explore how parents and teachers influence STEM (science, technology, engineering, and mathematics) identity formation for Latine youths--individuals who are traditionally marginalized by the STEM enterprise. We find that parents, in the role of definers, impart to youths a broad sense of identity and acknowledge interest in STEM. Teachers, as models, influence identification with STEM in particular by assessing performance and conveying what it means to “do STEM.” We suggest that these results indicate that youths, especially those traditionally marginalized from STEM, need consistent messaging from both to develop their sense of belonging in STEM.

Authors

• Heidi Cian, Maine Mathematics and Science Alliance

• Remy Dou, Florida International University