Constructing STEM identity: An expanded structural model for STEM identity research

Remy Dou; Heidi Cian

doi:10.1002/tea.21734

journal article Nov 06, 2021

Constructing STEM identity: An expanded structural model for STEM identity research

Remy Dou

Heidi Cian

Journal of Research in Science Teaching Vol. 59 No. 3 pp. 458-490 · Wiley

View at Publisher Save 10.1002/tea.21734

Abstract

AbstractIdentity development frameworks provide insight into why and to what extent individuals engage in STEM‐related activities. While studies of “STEM identity” often build off previously validated disciplinary and/or science identity frameworks, quantitative analyses of constructs that specifically measure STEM identity and its antecedents are scarce, making it challenging for researchers or practitioners to apply a measurement‐based perspective of participation in opportunities billed as “STEM.” In this study, we tested two expanded structural equation models of STEM identity development, building off extensions of science and disciplinary‐identity frameworks, that incorporated additional factors relevant to identity development: gender, ethnicity, home science support, parental education, and experiencing science talk in the home. Our models test theorized relationships between interest, sense of recognition, performance‐competence, and identity in the context of STEM with undergraduate students (N = 522) enrolled in introductory STEM courses at a Hispanic Serving Institution. Our findings support our measurement of STEM identity and its indicators, providing researchers with a predictive model associated with academic intentions across disciplinary domains in STEM. Further, our expanded model (i.e., Model I+) indicates significant contributions of participant gender, which has a larger indirect effect on STEM identity (β = 0.50) than the direct effect of STEM interest (β = 0.29), and of home support in relation to performance‐competence in academic contexts. Our model also posits a significant contribution of family science talk to sense of recognition as a STEM person, expanding our understandings of the important role of the home environment while challenging prior conceptions of science capital and habitus. We situate our results within a broader discussion regarding the validity of “STEM identity” as a concept and construct in the context of communities often marginalized in STEM fields.

Topics

No keywords indexed for this article. Browse by subject →

References

142

[1]

3MGives. (2017).Annual report 2017: Global community impact. 3M. Retrieved fromhttps://multimedia.3m.com/mws/media/1527766O/3mgives-annual-report-2017.pdf

[2]

10.1002/tea.21227

[3]

10.1007/s11422-015-9667-7

[4]

10.1002/sce.21146

[5]

10.3102/0002831211433290

[6]

10.1002/sce.21602

[7]

10.1007/s11422-017-9855-8

[8]

10.1007/s11422-019-09954-7

[9]

Avraamidou L. "Identities in/out of physics and the politics of recognition" Journal of Research in Science Teaching (2021)

[10]

Social Cognitive Theory: An Agentic Perspective

Albert Bandura

Annual Review of Psychology 10.1146/annurev.psych.52.1.1

[11]

Beeton R. "A case study: Science identity formation of Mexican American females in high school chemistry" Chicana/Latina Studies (2012)

[12]

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

Heidi Blackburn

Science & Technology Libraries 10.1080/0194262x.2017.1371658

[13]

10.1007/s11199-008-9400-z

[14]

10.1016/j.jvb.2007.09.003

[15]

Bybee R. W. "Advancing STEM education: A 2020 vision" Technology and Engineering Teacher (2010)

[16]

10.1353/ff.2012.0027

[17]

10.3102/0002831212458142

[18]

10.1080/10508400903530044

[19]

10.1177/0361684315622645

[20]

10.1002/tea.20237

[21]

Cass C. A. Hazari Z. Cribbs J. Sadler P. M. &Sonnert G.(2011).Examining the impact of mathematics identity on the choice of engineering careers for male and female students. Paper presented at IEEE 2011 Frontiers in Education Conference. 10.1109/fie.2011.6142881

[22]

10.1002/tea.21146

[23]

10.1007/s11422-015-9723-3

[24]

10.1007/s11422-019-09947-6

[25]

10.1111/j.1540-4560.2011.01710.x

[26]

10.1002/tea.21443

[27]

10.1111/j.2044-8317.1991.tb00966.x

[28]

Cian H. "Facilitating marginalized youths' identification with STEM through everyday science talk: The critical role of parental caregivers" Science Education (2021)

[29]

Committee on STEM Education (2018)

[30]

Cribbs J. D. "Mathematics identity and student persistence in engineering" The International Journal of Engineering Education (2016)

[31]

10.1111/cdev.12363

[32]

10.1007/s11199-016-0593-2

[33]

10.1007/s11218-013-9232-8

[34]

10.1002/sce.21060

[35]

10.4324/9781315266763

[36]

10.1080/09540253.2018.1557322

[37]

10.1080/09500693.2011.608197

[38]

Seeking Congruity Between Goals and Roles

Amanda B. Diekman, Elizabeth R. Brown, Amanda M. Johnston et al.

Psychological Science 10.1177/0956797610377342

[39]

10.1007/s11422-015-9713-5

[40]

10.1007/s11165-020-09928-8

[41]

10.1002/sce.21499

[42]

10.1007/s11422-012-9441-z

[43]

10.3102/0002831213482038

[44]

10.1080/00461520902832368

[45]

10.1371/journal.pone.0157447

[46]

10.1002/tea.21425

[47]

Ferrara M. Mason H. Wee B. Rorrer R. Jacobson M. &Gallagher D.(2017).Enriching undergraduate experiences with outreach in school STEM clubs. Retrieved fromhttps://osf.io/preprints/socarxiv/k7kwn/ 10.31235/osf.io/k7kwn

[48]

10.1177/1948550617693063

[49]

Froschl M. (2019)

[50]

10.1007/s11422-018-9900-2

Showing 50 of 142 references

Cited By

104

Towards Defining STEM Professional Identity: A Qualitative Survey Study

Jennifer N. Tripp, Xiufeng Liu · 2024

Journal for STEM Education Research

A Missing Piece of the Puzzle? Exploring Whether Science Capital and STEM Identity are Associated with STEM Study at University

Spela Godec, Louise Archer · 2024

International Journal of Science an...

Reimagining informal STEM learning opportunities to foster STEM identity development in underserved learners

Jasmin Çolakoğlu, Anneke Steegh · 2023

Frontiers in Education

Metrics

104

Citations

142

References

Details

Published: Nov 06, 2021
Vol/Issue: 59(3)
Pages: 458-490
License: View

Authors

R

Remy Dou

STEM Transformation Institute Florida International University Miami Florida USA; Department of Teaching and Learning Florida International University Miami Florida USA

H

Heidi Cian

STEM Transformation Institute Florida International University Miami Florida USA; Department of Teaching and Learning Florida International University Miami Florida USA

Funding

National Science Foundation Award: AISL‐1846167

Cite This Article

Remy Dou, Heidi Cian (2021). Constructing STEM identity: An expanded structural model for STEM identity research. Journal of Research in Science Teaching, 59(3), 458-490. https://doi.org/10.1002/tea.21734

Constructing STEM identity: An expanded structural model for STEM identity research

You May Also Like