Science Identity Development Research Articles

Cultivating science identity through sources of self-efficacy

PurposeIn an attempt to understand the postsecondary and occupational pathways of minorities who choose to pursue science, technology, engineering and mathematics (STEM) pathways, what this paper offers is an examination of literature that focuses on identity. More specifically, this paper aims to present a research argument that highlights the importance of self-efficacy as it relates to the creation of a science identity for minority students. The authors, in other words, posit that self-efficacy, particularly as it relates to the cultivation of a science identity remains a critical and under-examined component of the STEM success puzzle for underrepresented students.Design/methodology/approachThe conceptual framework used for this paper is taken from two bodies of literature that are used to provide a deeper understanding of the relationship between self-efficacy and science identity – self-efficacy, is grounded in social cognitive theory which posits that achievement is rooted in the bidirectional interaction between behavior, personal factors (e.g. cognitive, affective and biological) and external environment (Bandura, 1986).FindingsDeveloping an understanding of the science identity development for students of color is essential because it helps construct a connection to the belief that science has value and that the student is capable to engage in the sciences successfully.Originality/valueThis analysis widens the scholarly discussion on STEM success for students of color to be inclusive of the critical role that the cultivation of a STEM identity plays in their transition from students at a collegiate level to professionals at a workforce capacity.

Sparking an interest: A qualitative study of Latina science identity development.

Latinas are noticeably underrepresented in science majors, yet only limited research investigates specific behaviors and events that encourage Latinas’ connection to science. This study uses an ecocultural framework to identify socialization factors that promote the development of Latina science identities. Thirty-two college-aged Latinas in science-related majors participated in focus groups, and an additional 12 participated in interviews. Using interactive qualitative analysis (Northcutt & McCoy, 2004), we found 8 factors that influenced the development of a science identity: home environment, teacher influences, school experiences, contextual factors, media, using your brain, emotions, and career planning. Participants saw the first 4 factors as initiators of their development, with media as an irregular contributor. These environmental factors were filtered through the individual factors of using your brain and emotions, with career planning as the outcome. The results overall support that Latina science identity development results from a system of influences, with parents and teachers providing the foundations of interest and school experiences providing the impetus toward specific subject matter.

Experiences of mentors training underrepresented undergraduates in the research laboratory.

Successfully recruiting students from underrepresented groups to pursue biomedical science research careers continues to be a challenge. Early exposure to scientific research is often cited as a powerful means to attract research scholars with the research mentor being critical in facilitating the development of an individual's science identity and career; however, most mentors in the biological sciences have had little formal training in working with research mentees. To better understand mentors' experiences working with undergraduates in the laboratory, we conducted semistructured interviews with 15 research mentors at a public university in the Midwest. The interviewed mentors were part of a program designed to increase the number of American Indians pursuing biomedical/biobehavioral research careers and represented a broad array of perspectives, including equal representation of male and female mentors, mentors from underrepresented groups, mentors at different levels of their careers, and mentors from undergraduate and professional school departments. The mentors identified benefits and challenges in being an effective mentor. We also explored what the term underrepresented means to the mentors and discovered that most of the mentors had an incomplete understanding about how differences in culture could contribute to underrepresented students' experience in the laboratory. Our interviews identify issues relevant to designing programs and courses focused on undergraduate student research.

Has Feminism Changed Science?

Previous articleNext article No AccessHas Feminism Changed Science?Londa SchiebingerLonda Schiebinger Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Signs Volume 25, Number 4Summer, 2000Feminisms at a Millennium Article DOIhttps://doi.org/10.1086/495540 Views: 492Total views on this site Citations: 29Citations are reported from Crossref Copyright 2000 The University of ChicagoPDF download Crossref reports the following articles citing this article:Helene Schiffbaenker, Marita Haas, Florian Holzinger The gendered nature of independence in the context of research funding and excellence, SN Social Sciences 2, no.1212 (Dec 2022).https://doi.org/10.1007/s43545-022-00563-wKaterina Pia Günter, Ingrid Ahnesjö, Annica Gullberg “I try to encourage my students to think, read, and talk science” intelligible identities in university teachers' figured worlds of higher education biology, Journal of Research in Science Teaching 38 (Oct 2022).https://doi.org/10.1002/tea.21829György Barabás, András Szigeti Using Quotas as a Remedy for Structural Injustice, Erkenntnis 5 (Feb 2022).https://doi.org/10.1007/s10670-022-00520-2Bhaskar Upadhyay Multicultural Science Education in High Poverty Urban High School Contexts, (Jul 2022): 505–544.https://doi.org/10.1007/978-3-030-83122-6_56Ebru Eren Exploring Science Identity Development of Women in Physics and Physical Sciences in Higher Education, Science & Education 30, no.55 (May 2021): 1131–1158.https://doi.org/10.1007/s11191-021-00220-3Sara Diogo, Teresa Carvalho, Zélia Breda Nomination vs. election: do they influence women’s access to institutional decision-making bodies?, Journal of Management and Governance 25, no.33 (Oct 2020): 879–898.https://doi.org/10.1007/s10997-020-09538-6Katerina P. 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