Foundational Premise: STEM Identity Formation
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The foundation for SciGirls success requires a strong framework of practice that includes: |
Research suggests that developing a STEM identity is an important factor in girls likelihood of choosing to participate in STEM courses, activities, and potentially careers. STEM identity refers to a person’s sense of who they are, want to be, and what they believe they are capable of in relation to STEM. Girls’ STEM identity development is dependent upon factors like interest, knowledge, self-confidence, performance, and recognition.
Properly implemented, SciGirls Strategies facilitate girls identification with STEM concepts, skills, and aptitudes.
In other words, girls/young women in classrooms that use these strategies are more likely to "see" themselves as the kind of person who can (and does) succeed in STEM/CTE courses. Developing a sense of agency, and an affiliation with STEM fields of practice and identities, can be encouraged by teachers, parents, mentors, extracurricular leaders, peers, and members of the community.
Properly implemented, SciGirls Strategies facilitate girls identification with STEM concepts, skills, and aptitudes.
In other words, girls/young women in classrooms that use these strategies are more likely to "see" themselves as the kind of person who can (and does) succeed in STEM/CTE courses. Developing a sense of agency, and an affiliation with STEM fields of practice and identities, can be encouraged by teachers, parents, mentors, extracurricular leaders, peers, and members of the community.
SciGirls Strategies are designed to instill confidence and persistence, and to motivate girls to develop a STEM identity during a crucial time in their academic and personal growth. The middle school years are when girls are deciding “what kind of girl to be” and figuring out desired versions of their future selves. This is when educators can help girls overcome barriers and push against stereotypical views to develop strong STEM identities. The identities girls develop are shaped by how they see themselves and how others see them in multiple spaces including in-school and out-of-school, social, and home/family across intersecting cultural characteristics including gender, race, ethnicity, and class, and in relationship to concepts of femininity that are congruent with ideas of warmth, sensitivity, cooperation, and the need for belonging. When a girl sees STEM as something that represents her interests, she has confidence in her abilities, and can embrace and celebrate the differences which make her competitive in STEM
PLC Activities
The articles below offer some insight into how girls STEM identity forms and what can be done to positively influence a STEM identity. As a learning community you might read this material and then discuss.
Ask: To what extent do we intentionally choose images, stories, videos and information that represents diverse women as successful STEM professionals?
Ask: To what extent do we intentionally choose images, stories, videos and information that represents diverse women as successful STEM professionals?
Additional Resources
How do middle school girls of color develop STEM Identities?
Kang, H., Calabrese Barton, A., Tan, E., D Simpkins, S., Rhee, H. Y., & Turner, C. (2019). How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers. Science Education, 103(2), 418-439..
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Developing a STEM identity among young women: a social identity perspective.
Kim, A. Y., Sinatra, G. M., & Seyranian, V. (2018). Developing a STEM identity among young women: a social identity perspective. Review of Educational Research, 88(4), 589-625.
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Adolescent girls STEM identity formation and media images of STEM professionals: Considering the influence of contextual cues
Steinke, J. (2017). Adolescent girls’ STEM identity formation and media images of STEM professionals: Considering the influence of contextual cues. Frontiers in psychology, 8, 716.
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