Developing a STEM Identity among Young Women: A Social Identity Perspective

Autor/inn/en	Kim, Ann Y.; Sinatra, Gale M.; Seyranian, Viviane
Titel	Developing a STEM Identity among Young Women: A Social Identity Perspective
Quelle	In: Review of Educational Research, 88 (2018) 4, S.589-625 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654318779957
Schlagwörter	Females; Literature Reviews; STEM Education; Middle School Students; High School Students; Identification (Psychology); Social Influences; Educational Environment; Student Characteristics; Racial Differences; Ethnicity; Student Interests; Student Attitudes + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; STEM; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Sozialer Einfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Rassenunterschied; Ethnizität; Studieninteresse; Schülerverhalten
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01