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

International Journal of STEM Education

Shannon Schmoll¹  Alison Singer²  Georgina Montgomery³ 

[1] Abrams Planetarium, Michigan State University, 755 Science Road, 48824, East Lansing, MI, USA;Department of Biological Sciences, Northern Arizona University, 617 S. Beaver St., 86001, Flagstaff, AZ, USA;Lyman Briggs College, Michigan State University, 919 E. Shaw Lane, 48825, East Lansing, MI, USA;Department of History, Michigan State University, 506 E. Circle Drive, 48825, East Lansing, MI, USA;

关键词: Authentic learning;    STEM identity;    Sense of belonging;    Diversity;   

DOI  :  10.1186/s40594-020-00254-z

来源: Springer

【 摘 要 】

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.

【 授权许可】

CC BY