The Identity-Frame Model: A Framework to Describe Situated Identity Negotiation for Adolescent Youth Participating in an Informal Engineering Education Program

Autor/inn/en	Pattison, Scott; Gontan, Ivel; Ramos-Montañez, Smirla; Shagott, Todd; Francisco, Melanie; Dierking, Lynn
Titel	The Identity-Frame Model: A Framework to Describe Situated Identity Negotiation for Adolescent Youth Participating in an Informal Engineering Education Program
Quelle	In: Journal of the Learning Sciences, 29 (2020) 4-5, S.550-597 (48 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pattison, Scott)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2020.1770762
Schlagwörter	STEM Education; Engineering Education; Informal Education; Adolescents; After School Programs; Identification (Psychology); Interaction; Learning Activities; Environmental Influences; Peer Influence; Teacher Influence; Social Influences; Cultural Influences; Partnerships in Education; Equal Education; Gender Bias; At Risk Students; Disadvantaged Youth; Minority Group Students; Youth Programs; Preadolescents; Oregon (Portland) + Suchen Sie Ihr Suchwort? STEM; Ingenieurausbildung; Informelle Bildung; Nichtformale Bildung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Interaktion; Lernaktivität; Environmental influence; Umwelteinfluss; Sozialer Einfluss; Cultural influence; Kultureinfluss; Hochschulpartnerschaft; Geschlechterstereotyp; Benachteiligter Jugendlicher; Jugendsofortprogramm; Pre-adolescence; Präadoleszenz
Abstract	Background: STEM identity has emerged as an important research topic and a predictor of how youth engage with STEM inside and outside of school. Although there is a growing body of literature in this area, less work has been done specific to engineering, especially in out-of-school learning contexts. Methods: To address this need, we conducted a qualitative investigation of five adolescent youth participating in a four-month afterschool engineering program. The study focused on how participants negotiated engineering-related identities through ongoing interactions with activities, peers, and adults, and the patterns of identity negotiation that emerged across program sessions. Findings: Through the investigation, we developed an "Identity-Frame Model," positing that identity negotiation is an ongoing process of performance and definition work by an individual and recognition and positioning work by other adults and peers that creates emergent, context-specific "identities" and "activity frames" that are made particularly salient during critical identity moments. We also categorized model elements that appeared to be specific to engineering, such as situated identities and activity frames related to failure, collaboration, and competition. Contribution: The study advances the understanding of identity negotiation related to engineering and provides a new framework for investigating situated identity in informal STEM learning contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01