A longitudinal analysis of developing marine science identity in a place-based, undergraduate research experience

Abstract

BackgroundStudents from historically excluded groups face many pedagogical, societal, and institutional barriers that lead to disproportionately lower levels of entering and higher levels of attrition from Science, Technology, Engineering, and Math (STEM) undergraduate programs. Student experiences within a STEM learning environment play a large role in influencing participation and persistence in science, and place-based education (PBE) is one pedagogical approach that aims to increase student engagement with science. By allowing students to engage with scientific concepts through their own knowledge systems, PBE can develop these students’ science identity and nurture a sense of belonging within the science community. This study examined student science identity in participants of a place-based, early-credit, Hawaiʻi undergraduate research experience, the Research Experiences in Marine Science (REMS) Program.ResultsStudent science identity was measured via responses from pre- and post-program Likert-type surveys before and after participation in the REMS program along the dimensions of Performance/Competence, Interest, and Recognition. The science identities of REMS alumni who returned to participate in the program as near-peer mentors and undergraduate researchers were also measured to explore whether repeated exposure to the program experience continued to promote shifts in identity construct metrics. Results indicate that all student groups who participated in REMS, including alumni, gained confidence in their science content understanding and research skills, increased their interest in science as a subject and as a career pathway, and recognized how science affects their communities. New students demonstrated the largest shifts in their science identity metrics, but alumni also indicated further development of their science identities.ConclusionsThe data from this study suggest that the timing of interventions which aim to influence student science identity and persistence in STEM pathways is an important factor when targeting student groups transitioning to undergraduate programs. Future educational efforts to increase the positive development of student science identity should consider the potential benefits of cumulative research experiences to support students through their early careers as undergraduates in STEM.