A Bit of Both Science and Economics: A Non-Traditional STEM Identity Narrative

Autor/in	Mark, Sheron L.
Titel	A Bit of Both Science and Economics: A Non-Traditional STEM Identity Narrative
Quelle	In: Cultural Studies of Science Education, 13 (2018) 4, S.983-1003 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-017-9832-2
Schlagwörter	STEM Education; Social Justice; Males; Disproportionate Representation; Case Studies; Generalization; Underachievement; High Achievement; Academic Aspiration; Self Concept; Career Exploration; Communities of Practice; Economic Factors; Student Diversity; African American Students + Suchen Sie Ihr Suchwort? STEM; Soziale Gerechtigkeit; Male; Männliches Geschlecht; Case study; Fallstudie; Case Study; Performance deficiency; Leistungsschwäche; Selbstkonzept; Berufserkundung; Community; Ökonomischer Faktor; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	Black males, as one non-dominant population, remain underrepresented and less successful in science, technology, engineering, and mathematics (STEM). Researchers focused on non-dominant populations are advised against generalizations and to examine cultural intersections (i.e. race, ethnicity, gender, and more) and also to explore cases of success, in addition to cases of under-achievement and underrepresentation. This study has focused on one African American male, Randy, who expressed high-achieving STEM career goals in computer science and engineering. Furthermore, recognizing that culture and identity development underlie STEM engagement and persistence, this long-term case study focused on how Randy developed a STEM identity during the course of the study and the implications of that process for his STEM career exploration. Étienne Wenger's (1999) communities-of-practice (CoP) was employed as a theoretical framework and, in doing so, (1) the informal STEM program in which Randy participated was characterized as a STEM-for-social-justice CoP and (2) Randy participated in ways that consistently utilized an "economics" lens from beyond the boundaries of the CoP. In doing so, Randy functioned as a "broker" within the CoP and developed a non-traditional STEM "identity-in-practice" which integrated STEM, "economics", and community engagement. Randy's STEM identity-in-practice is discussed in terms of the contextual factors that support scientific identity development (Hazari et al. in J Res Sci Teach 47:978-1003, 2010), the importance of recognizing and supporting the development of holistic and non-traditional STEM identities, especially for diverse populations in STEM, and the implications of this new understanding of Randy's STEM identity for his long-term STEM career exploration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01