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Developing a STEM Identity Among Young Women: A Social Identity Perspective
Abstract and Figures
We conducted a systematic review of empirical research focused on the experiences of female students in science, technology, engineering, and mathematics (STEM) during middle and high school. Drawing on social identity theory, recent research was synthesized to explore how aspects of the social environment influence STEM identity development. Findings indicate that young women experience challenges to their participation and inclusion when they are in STEM settings. Additionally, we found that perceptions regarding who is part of the ingroup or outgroup of STEM fields can be changed through intervention and educational programs. We conclude with recommendations for theory, research, programs, and policy for STEM identity development among young women, informed by a social identity perspective.
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... In fact, in a study on the role of gender in sustainabilityrelated activities, Henderson et al. [16] found that women reported significantly higher systems thinking, futures thinking, and leadership development than men, which are crucial qualities both for STEM positions and for developing organizational sustainability [17][18][19]. Even when women have the same qualifications as men, social pressure and working conditions are additional barriers to advancing STEM careers [20][21][22]. ...
... Gender equality in organizations is heavily influenced by the cultural, legislative, and social norms in which businesses operate [24,43]. When women enter male-dominated environments, they are forced to manage the tension between the competing personal, professional, and social identities [22,31]. Some of them manage to deal with these issues, while others remain silent; by remaining silent, they end up inadvertently favoring the maintenance of gender prejudice and a hostile environment toward women, as struggles for gender equality are sidelined [3,42]. ...
... Instead, participants who did not have a female mentor stated that the absence of a female leadership figure was very much felt, as the presence of notable women in STEM areas is responsible for inspiring, stimulating, and creating a greater connection with the female group, as noted in the literature [26,29,48]. The participants stated that, unfortunately, shaping one's personality is a recurring and necessary attitude so as to fit into male-dominated environments in which women are excluded from formal and informal work moments, a difficulty observed in studies such as those of Kim et al. [22], Saxena et al. [2] and Makarem and Wang [3]. ...
This paper aims to understand the main difficulties faced by women throughout their careers in Brazil and abroad. Based on the information gathered from these experiences, it seeks to advance the discussion on women's participation in STEM focusing on SDG 5 (gender equality) and SDG 8 (decent work). The main difficulties experienced by women in STEM as discussed in the academic literature were mapped. This provided input to develop a questionnaire containing qualitative and quantitative questions used to conduct interviews with women working in STEM. The sample consisted of highly qualified professionals working in high positions in the hierarchies of multinational companies in the STEM field with experience both in Brazil and abroad. The data collected was analyzed using a mixed-methods approach, including content analysis for qualitative questions and the Grey Relational Analysis for quantitative questions. The results revealed that the lack of flexible work systems, the scarcity of gender-sensitive organizational policies and labor policies, and the prevalence of traditional cultural models are some of the main difficulties faced both in Brazil and abroad by the women interviewed. The need to discuss issues of gender equality and decent work in the early stages of education is important for increasing women’s participation in STEM, which is a critical factor in the development of inclusive organizations and in fully achieving the sustainable development of society. This paper presents a unique perspective of the perceived difficulties faced by executive women who worked in Brazil and in different countries (i.e., Canada, Denmark, France, Germany, Switzerland and the United States). Gender equality in organizations is highly context-dependent, and cross-cultural analysis generates relevant insights to face the challenges and advance the discussion on women’s participation in STEM.
... Como respuesta a estas cuestiones, se han elaborado diversos modelos de identidad respecto al ámbito STEM que permiten explicar estos posicionamientos. Aunque tampoco existe un consenso en la definición de la identidad STEM, en el presente estudio consideramos que la identidad STEM se basa en la medida en que una persona se ve a sí misma y es aceptada como miembro de una disciplina o campo del ámbito STEM (Kim et al., 2018). Así, entendemos la identidad STEM como un paraguas donde se incluyen diversas identidades específicas relacionadas con las disciplinas o campos STEM, por ejemplo, la identidad respecto la ingeniería o la biología. ...
... En revisiones de la literatura anteriores, el foco del análisis se ha puesto en la orientación profesional y el fomento de vocaciones en el ámbito STEM, como en Reinhold et al. (2018) o bien en las estrategias para minimizar el impacto de los estereotipos asociados a las personas STEM en la construcción de la identidad STEM del alumnado (Kim et al., 2018). Reconociendo la contribución de estos estudios previos, en la revisión sistemática de la literatura actual se ha puesto el foco en la dimensión psicológica de la identidad. ...
The rise of the educational perspective STEM (science, technology, engineering, and mathematics) in educational research and innovation has led to the publication of many studies on the evolution of student positioning towards STEM disciplines and activities. The aim of this study is to synthesize the major contributions of these investigations, which are developed within the compulsory school stage, focusing specially on interest, ability, self-efficacy, and aspirations. A systematic review of the publications in the literature of the last 10 years (2011-2021) has been carried out in the most relevant databases, following the PRISMA model (Moher et al., 2009). The thematic analysis of the 73 documents included confirms the diversity of approaches to the study of STEM identity, addressed from a disciplinary approach or as a global identity. Results also evince different limitations related to some constructs considered in STEM identity development that cause inequalities among the students. The mutual influence between the different constructs considered not only allows to deepen the characterization of students’ STEM identity, but also suggests several entry points for the development of strategies that can promote a development of a positive STEM identity.
El auge de la perspectiva educativa STEM (ciencia, tecnología, ingeniería y matemáticas, por sus siglas en inglés) en la investigación e innovación educativa ha dado lugar a la publicación de numerosos estudios que analizan la evolución del posicionamiento del alumnado hacia las disciplinas y actividades STEM. El objetivo de este estudio es sintetizar las principales contribuciones de estas investigaciones en la etapa escolar obligatoria con un especial foco en el interés, la capacidad, la autoeficacia y las aspiraciones. Se ha realizado una revisión sistemática de publicaciones de los últimos 10 años (2011-2021) en las bases de datos más relevantes y siguiendo el modelo de la declaración PRISMA (Moher et al., 2009). El análisis temático de los 73 documentos incluidos constata la diversidad de aproximaciones al estudio de la identidad STEM, abordada desde un enfoque disciplinario o como identidad global. Se evidencian limitaciones relacionadas con alguno de los constructos considerados en el desarrollo de la identidad STEM que provocan desigualdades en el alumnado. Sin embargo, la influencia mutua entre los diversos constructos considerados permite profundizar en la caracterización de la identidad STEM del alumnado y orientar estrategias educativas que promuevan el desarrollo de una identidad STEM positiva.
... Existing identity-focused research tends to explore learners' current STEM identities (e.g., Atkins et al., 2020, and despite the known benefits of intentional reflection on possible future selves, there has been less consideration of the reflective meaningmaking process of possible future identities in STEM (i.e., what a learner wants or expects to be in future; Foster, 2014). Extant research on identity exploration also trends toward samples of student cohorts at early stages of their STEM careers (i.e., K-12 and college students) (e.g., Destin & Williams, 2020;Kim et al., 2018;Martin-Hansen, 2018). While valuable, this body of research only elucidates how learners navigate one phase of STEM engagement rather than providing insight into the broader evolution of STEM identities over time. ...
Background
STEM minority participation programs have been widely implemented in higher education with the goal of diversifying the global STEM workforce. Informed by research highlighting the potential of targeted exploration of STEM roles and reflection on the self in relation to STEM (identity exploration), this work examines how engagement in a government funded STEM minority participation program shaped these processes in current students and program alumni.
Results
Epistemic network analysis (ENA) was used to visualize conceptual connections between identity themes that emerged from interviews with present and past program participants. Network models were developed for current students and alumni for cross-group comparisons. Differences were found in how participants at different stages of their careers enact and describe their identity exploration processes. Summative network models highlighted how students discussed action-taking (sometimes through participation in STEM minority program initiatives) as they explored less-certain possible future STEM roles, while alumni integrated more diverse and holistic facets of their identities when conceptualizing their futures. To close the interpretive loop, a qualitative interpretation of interview discourse was used to give context to network patterns.
Conclusions
Results highlight the differences between novices’ and professionals’ conceptualizations of their future selves and illustrate how minoritized individuals describe their long-term patterns of identity exploration related to STEM majors and careers. Implications for future STEM identity research and practice, including higher education programming as a tool to support students’ STEM identity exploration processes, are discussed.
... Several studies have documented the advantages of integrated STEM education and the benefits of students' engagement in STEM activities in K-12 classrooms (English, 2017;Means et al., 2017;Kim et al., 2018;Gardner and Tillotson, 2019). Based on these success stories, together with the idea that STEM education can meet scholastic needs for talent training, China's STEM education has flourished. ...
This a Frontiers e-book, comprising all the articles featured in the Research Topic, entitled 'Stem, steam, computational thinking and coding: Evidence based research and practice in children’s development
It can be also found online at:
https://www.frontiersin.org/research-topics/25343/stem-steam-computational-thinking-and-coding-evidence-based-research-and-practice-in-childrens-development
... For example, some K-8 teachers exhibit implied gender stereotypes when evaluating the performance of male students, favour male students and think that girls are less skilled at math than boys (Copur-Gencturk et al., 2021). Parents too may hold similar biases (Kim et al., 2018) and may encourage their sons to take part in STEM-related activities more than their daughters (Eccles, 2005). Peer biases, especially from boys, are also prevalent. ...
It has been found that participation in informal, year-long STEM programmes for primary school children encourages further STEM learning and motivates STEM career aspirations. To date, no previous research has investigated such programmes. The study's goals were to collect and analyse demographic data about the 3rd-6th grade participants in such programmes (N = 276), to identify the reasons that led them to participate in the specific programmes (e.g. science, computers, robotics) and (3) to map their career aspirations. Qualitative data were obtained from two open-ended questions and analysed through summative content analysis. Key findings included: More boys participated in the programmes than girls; younger students participated more than older students; predominant motivations cited for participating in the programmes were interest and enjoyment as opposed to practical utility concerns; more 5th-6th graders cited utility concerns than 3rd-4th graders; about 1/3 of the participants had STEM career aspirations; more 5th-6th graders aspired to STEM careers than 3rd-4th graders; more 3rd-4th grade boys aspired to STEM careers than girls. We concluded that participation in these programmes signifies entry into STEM career pathways at a much earlier age than previously reported.
... Group cultures comprise the structures in which these relationships are embedded, and the PI has a major role in shaping group cultures and determining whether group members feel that they legitimately belong in the lab or not. If this ecosystem of relationships is inclusive and supportive, it can reduce feelings of isolation (Driscoll, Parkes, Tilley-lubbs, Brill, & Pitts Bannister, 2009;Thomas, Bystydzienski, & Desai, 2014), affirm the STEM identities of all its members, and develop the talent of a broader downstream group of individuals interested in STEM careers, thereby promoting inclusive excellence in STEM (Association of American Colleges and Universities, 2021; Kim, Sinatra, & Seyranian., 2018). ...
Building on empirical research that examines the mentoring experiences of minoritized postdocs in science, technology, engineering, and mathematics (STEM) fields, the researchers conceptualized a framework to cultivate inclusive, supportive, and mutually beneficial mentoring relationships among faculty mentors or Principal Investigators (PIs) and postdocs. The paper begins with an introduction to the STEM postdoc landscape, reviews relevant literature, and leverages data from 31 STEM postdocs at a research-intensive university in the southeast United States to introduce a conceptual framework that sheds light on and expands our understanding of STEM faculty-postdoc mentoring. The paper concludes with practical implications for improving STEM postdoc mentoring in research and practice.
Gaps in STEM performance have narrowed over the last 50 years (Leaper et al., 2012; National Science Foundation, 2013). Nonetheless, disparities remain in many STEM fields – with the largest occurring in the physical sciences, computer science, and engineering (UNESCO., 2012). Although gender gaps in science and math performance have been closing, gaps in STEM self-concept and aspirations continue. We investigated academically advanced 12–13 year-old students’ sense of belonging to STEM disciplines and examined the relationship among STEM sense of belonging, STEM classroom/peer climate, amount of STEM exposure, and the strength of self-identification with STEM. Although previous research established that features of the STEM classroom/peer climate can promote as well as detract from underrepresented students’ interest and retention in STEM (Riegle-Crumb et al., 2006; Roberts et al., 2018; Stake & Nickens, 2005), less is known about constructs that underlie STEM sense of belonging. Our results indicated no significant difference in STEM sense of belonging between academically advanced females and males. However, there is a statistically significant interaction between gender and self-identification with STEM. Key predictors of STEM sense of belonging identified by our regression model include classroom/peer climate and STEM self-identification.
Making in schools, where students produce and share physical or virtual objects, has garnered increased global attention for its potential to foster twenty-first century learning in STEM and develop students’ inventiveness, creativity, and entrepreneurial thinking. However, there has been limited attention paid to how maker-centred learning environments might plan a role in how undergraduate university students access, belong to, and persist in STEM-related pathways and majors. A regression analysis revealed that sophomores enrolled in the studied maker course were 44% more likely major than a matched comparison group (who did not take the course) to maintain or declare being a STEM. Through an identities-in-practice theoretical lens, we also analyzed qualitative interviews with 10 of the sophomores enrolled. The sophomores interviewed developed skills, expressed varying feelings of community and belonging, and evolved in their conception of Making in relation to STEM during the course. Their identities were also confronted and shaped during the course – either reinforcing or competing with their identity as a STEM person. These findings support prior calls in the literature to go beyond making as just a way to instil twenty-first century skills and consider how maker courses could more intentionally foster all students’ STEM identity.
The current study focuses on how academic motivation, academic identity, and gender work in concert to predict STEM career aspirations. We examined these relations in a sample of adolescents who predominantly identified as East Asian American (61%), which afforded insight into how career decision-making operates among students who are not well represented in the academic motivation literature. Participants were 629 adolescents (Mage = 16.09) who attended a US high school. Findings demonstrated that both facets of academic motivation (i.e., STEM self-expectancy and STEM value) were indirectly associated with STEM career interest via STEM identity. The link between STEM identity and STEM career interest was significantly stronger for girls than it was for boys. Although analyses revealed few ethnic differences, the hypothesized mediation model explained less variance for East Asian American participants than it did for participants from other ethnic backgrounds. These findings have theoretical implications for models of STEM identity development and applied implications for interventions that seek to reduce gender disparities in STEM fields.
Design-based learning (DBL) is a pedagogical approach to science, technology, engineering, and mathematics (STEM) education. This study aims to examine 32 eighth-grade students’ content knowledge and STEM identity before and after DBL. It also compares male and female students’ learning achievements. Data were collected using a conceptual test and a questionnaire measuring STEM identity. The data were analyzed using descriptive and inferential statistics. Results reveal that, although male and female students experienced a similar gain in content knowledge, DBL tended to have negative effects on male students but positive effects on female students. These results highlight gender issues accompanying DBL.
The authors examined how gender stereotypes affect negotiation performance. Men outperformed women when the negotiation was perceived as diagnostic of ability (Experiment 1) or the negotiation was linked to gender-specific traits (Experiment 2), suggesting the threat of negative stereotype confirmation hurt women's performance relative to men. The authors hypothesized that men and women confirm gender stereotypes when they are activated implicitly, but when stereotypes are explicitly activated, people exhibit stereotype reactance, or the tendency to behave in a manner inconsistent with a stereotype. Experiment 3 confirmed this hypothesis. In Experiment 4, the authors examined the cognitive processes involved in stereotype reactance and the conditions under which cooperative behaviors between men and women can be promoted at the bargaining table (by activating a shared identity that transcends gender).
Public interest communications sheds light on how leaders and groups can optimize their social change efforts through strategic and science-based communication that serves the public good. This article examines how insights from the social psychological fields of social influence and intergroup relations can inform public interest communications, drawing on the Elaboration Likelihood Model, the Context-Comparison Model, majority and minority influence processes, and Social Identity Theory. Overall, these social psychological insights could be applied to advance both the research agendas and the practice of the growing discipline of public interest communications.
Building on prior psychological and sociological research on the power of local environments to shape gendered outcomes in STEM fields, this study focuses on the critical stage of adolescence to explore the potential negative impact of exposure to exclusionary messages from peers within girls' science classrooms, as well as the positive potential impact of inclusionary messages. Specifically, utilizing longitudinal data from a diverse sample of adolescent youth, analyses examine how the presence of biased male peers, as well as confident female peers, shape girls' subsequent intentions to pursue different STEM fields, focusing specifically on intentions to pursue the male-dominated fields of computer science and engineering, as well as more gender equitable fields. Results reveal that exposure to a higher percentage of 8th grade male peers in the classroom who endorsed explicit gender/STEM stereotypes significantly and negatively predicted girls' later intentions to pursue a computer science/engineering (CS/E) major. Yet results also reveal that exposure to a higher percentage of confident female peers in the science classroom positively predicted such intentions. These results were specific to CS/E majors, suggesting that peers are an important source of messages regarding whether or not girls should pursue non-traditional STEM fields. This study calls attention to the importance of examining both positive and negative sources of influence within the local contexts where young people live and learn. Limitations and directions for future research are also discussed.
Current prominent models of identity face challenges in bridging across divergent perspectives and dimensions such as personal or social-collective, conscious or unconscious, and epigenetic or discursive-relational, and affording pursuit of research questions in ways that allow integrative answers. We address the special issue's goals by describing a model that provides a coherent theoretical perspective on the integrative nature of identity and its developmental mechanisms. Adopting the contextual social role as a primary unit-of-analysis, the Dynamic Systems Model of Role Identity (DSMRI) conceptualizes role-identity as a Complex Dynamic System (CDS) anchored in action that comprises the actor's ontological and epistemological beliefs, purpose and goals, self-perceptions and self-definitions, and perceived action possibilities in the role. These system components are conceptualized as interdependent, and identity development is viewed as emergent, continuous, non-linear, contextualized, and given to influences from within and without the system. The role-identity itself constitutes an element within a multi-level hierarchy, which at the unit-of-analysis of the individual reflects a CDS that comprises the person's multiple role-identities. Identity development involves the formation and restructuring of relations within and among role identities through intra- and inter-personal processes, which are mediated by socio-cognitive and cultural means, and framed by the context as well as by individual dispositions. The DSMRI provides a framework to conceptualize and investigate the nature of the identity system, its development, and the relationship between identity development and psychological functioning at different units-of-analysis, among people with different characteristics, across different developmental stages and contexts, and using quantitative and qualitative methodologies.
Middle School Student' STEM Self-efficacy, interests and perceptions
This study reports the implementation of a parental involvement intervention coupled with small group discussions aimed at facilitating transformative experiences (TEs) in science courses (biology and chemistry) in an all-girls middle and high school. Specifically, the goal was to generate parental involvement, TE, and interest. Analyses showed that the intervention was associated with more parent involvement and TE than a comparison condition. Furthermore, a high initial level of situational and individual interest was maintained in the treatment condition, whereas interest decreased in the comparison. A content analysis of journal entries suggested an association between parents showing value for science concepts and an increase in students' perceived experiential value. The results provide evidence that a parent intervention may increase the likelihood of engagement in TE and maintaining girls' interest in science, which has theoretical and practical implications.
