Constructing STEM Identity: An Expanded Structural Model for STEM Identity Research

Autor/inn/en	Dou, Remy; Cian, Heidi
Titel	Constructing STEM Identity: An Expanded Structural Model for STEM Identity Research
Quelle	In: Journal of Research in Science Teaching, 59 (2022) 3, S.458-490 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dou, Remy) ORCID (Cian, Heidi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21734
Schlagwörter	STEM Education; Self Concept; Sex; Ethnicity; Parent Participation; Parent Education; Parents as Teachers; Science Interests; Competence; Undergraduate Students; Hispanic American Students; Institutional Characteristics; Measurement; Educational Indicators; Predictor Variables; Intention; Models; Recognition (Psychology); Family Environment; Validity + Suchen Sie Ihr Suchwort? STEM; Selbstkonzept; Geschlecht; Geschlechtsverkehr; Ethnizität; Elternmitwirkung; Parents education; Elternbildung; Elternschule; Kompetenz; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Messverfahren; Educational indicato; Bildungsindikator; Prädiktor; Analogiemodell; Recognition; Wiedererkennen; Familienmilieu; Gültigkeit
Abstract	Identity development frameworks provide insight into why and to what extent individuals engage in STEM-related activities. While studies of "STEM identity" often build off previously validated disciplinary and/or science identity frameworks, quantitative analyses of constructs that specifically measure STEM identity and its antecedents are scarce, making it challenging for researchers or practitioners to apply a measurement-based perspective of participation in opportunities billed as "STEM." In this study, we tested two expanded structural equation models of STEM identity development, building off extensions of science and disciplinary-identity frameworks, that incorporated additional factors relevant to identity development: gender, ethnicity, home science support, parental education, and experiencing science talk in the home. Our models test theorized relationships between interest, sense of recognition, performance-competence, and identity in the context of STEM with undergraduate students (N = 522) enrolled in introductory STEM courses at a Hispanic Serving Institution. Our findings support our measurement of STEM identity and its indicators, providing researchers with a predictive model associated with academic intentions across disciplinary domains in STEM. Further, our expanded model (i.e., Model I+) indicates significant contributions of participant gender, which has a larger indirect effect on STEM identity ([beta] = 0.50) than the direct effect of STEM interest ([beta] = 0.29), and of home support in relation to performance-competence in academic contexts. Our model also posits a significant contribution of family science talk to sense of recognition as a STEM person, expanding our understandings of the important role of the home environment while challenging prior conceptions of science capital and habitus. We situate our results within a broader discussion regarding the validity of "STEM identity" as a concept and construct in the context of communities often marginalized in STEM fields. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01