How to foster the formation of STEM identity: studying diversity in an authentic learning environment

Alison Singer,Shannon Schmoll,Georgina Montgomery

doi:10.1186/s40594-020-00254-z

Abstract

BackgroundSTEM identity has been shown to have a powerful role in an individual’s success in educational environments, as well as on their career goals and trajectories. Historically, however, STEM identity formation for underrepresented students has been hampered by the lack of representation of in STEM fields, which predominantly consist of white males. One educational challenge is diversifying STEM classrooms, both in terms of the students themselves and also in terms of the science and scientists they learn about.MethodsWe piloted a 4-credit History, Philosophy, and Sociology of Science course at Michigan State University. Students were tasked with creating exhibits focused on themes of diversity and inclusion in science for a real client. Using a STEM identity survey, we assessed students’ attitudes towards the sciences, issues of diversity in science, and their sense of belonging to their educational communities. We also had the students respond to various short-answer questions throughout the semester to better understand their experiences working on a collaborative authentic learning task.ResultsOur results suggest that authentic learning experiences based around ideas of diversity and inclusion can help students develop sense of belonging and positive STEM identities. Students demonstrated shifts in their self-identities as scientists, focusing more on the intersection between their gender, ethnicity, and self-perception as a scientist. Through qualitative analysis of short-answer questions, we were able to ascertain that working in groups in an authentic learning environment helped the students improve their communication and collaboration skills.ConclusionsStudents’ increased focus on gender and ethnicity suggests that they are thinking critically about how their personal identities intersect with their scientific identities. Additional research would help us better understand if the coupling of authentic learning and inclusive teaching practices have significant impacts on the formation of students’ STEM identities.

Highlights

STEM identity has been defined as the way people make “the concept of fitting in within STEM fields, the way individuals make ‘meaning of science experiences and how society structures possible meanings’”(Carlone and Johnson 2007, Hughes et al 2013)
STEM identity formation for underrepresented students has been hampered by the lack of representation of in STEM fields, which predominantly consist of white males (Alegria and Branch 2015, Bernard and Cooperdock 2018)
To best foster positive STEM identities at the undergraduate level, we argue that it requires a focus on both diversity and sense of belonging, which can be facilitated through authentic learning experiences

Summary

Introduction

STEM (science, technology, engineering, and mathematics) identity has been defined as the way people make “the concept of fitting in within STEM fields, the way individuals make ‘meaning of science experiences and how society structures possible meanings’”(Carlone and Johnson 2007, Hughes et al 2013). STEM identity formation for underrepresented students has been hampered by the lack of representation of in STEM fields, which predominantly consist of white males (Alegria and Branch 2015, Bernard and Cooperdock 2018). Beier et al (2019) demonstrated that authentic learning experiences were correlated with higher levels of STEM career aspirations, higher levels of self-efficacy in STEM skills, and higher ratings of the usefulness of STEM courses in undergraduate education. These results were similar across demographics, suggesting that authentic learning experiences are not sufficient to increase underrepresented students’ STEM identities to similar levels as their white male colleagues’ (Beier et al 2019). One educational challenge is diversifying STEM classrooms, both in terms of the students themselves and in terms of the science and scientists they learn about

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Conclusion