Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity: A gender study

Susie M. Cohen; Zahra Hazari; Jonathan Mahadeo; Gerhard Sonnert; Philip M. Sadler

doi:10.1002/sce.21670

journal article Jul 23, 2021

Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity: A gender study

Susie M. Cohen

Zahra Hazari

Jonathan Mahadeo Gerhard Sonnert Philip M. Sadler

Science Education Vol. 105 No. 6 pp. 1126-1150 · Wiley

View at Publisher Save 10.1002/sce.21670

Abstract

AbstractIt is well known that women are underrepresented in science. technology engineering and mathematics (STEM) and that their interest declines more steeply over the schooling years. As such, this study uses a STEM identity theoretical framework to examine the effects of early STEM experiences, focusing particularly on experiences that may be more formative for female students. Given that early experiences are a form of capital, the study is also guided by nuanced perspectives on STEM capital and STEM identity capital. The data used were drawn from surveys administered to 15,725 college students. Blocked regression models were utilized and the results indicated a significant effect on STEM identity for students who reported encouragement in STEM from elementary school teachers, using STEM toys/kits, watching STEM‐related TV programs or movies, playing STEM computer/video games, and observing or studying stars and other astronomical objects. Negative experiences included baking/cooking/kitchen chemistry and writing about STEM. To examine which of these experiences had long‐lasting impact in the face of intervening experiences in middle/high school, controls were provided for middle/high school STEM interest. This indicated early experiences that translated to STEM identity capital in the future. Only observing stars became nonsignificant, while the other early experiences likely contributed to STEM identity capital. The findings highlight early experiences that can be formative for STEM identity years later (i.e., STEM identity capital) despite intervening years of changing STEM interest. As such, the results provide both practical and theoretical insight into understanding the development and maintenance of STEM identity.

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Metrics

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Citations

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References

Details

Published: Jul 23, 2021
Vol/Issue: 105(6)
Pages: 1126-1150
License: View

Authors

S

Susie M. Cohen

Teaching and Learning, College of Arts Sciences and Education Florida International University Miami Florida USA

Z

Zahra Hazari

Teaching and Learning, College of Arts Sciences and Education Florida International University Miami Florida USA

J

Jonathan Mahadeo

Teaching and Learning, College of Arts Sciences and Education Florida International University Miami Florida USA

G

Gerhard Sonnert

Harvard‐Smithsonian Center for Astrophysics Cambridge Massachusetts USA

P

Philip M. Sadler

Harvard‐Smithsonian Center for Astrophysics Cambridge Massachusetts USA

Cite This Article

Susie M. Cohen, Zahra Hazari, Jonathan Mahadeo, et al. (2021). Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity: A gender study. Science Education, 105(6), 1126-1150. https://doi.org/10.1002/sce.21670

Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity: A gender study

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