Conceptualizing the role of childhood science talk as a mediator of factors that contribute to STEM identity development
Department
Biology Education
Faculty Advisor
Remy Dou
Start Date
1-10-2020 1:00 PM
End Date
1-10-2020 2:00 PM
Abstract
The purpose of my research is to explore the complex and intricate growth of an individual's STEM identity (i.e., their perception of themselves within STEM fields) from childhood to college.This work considers the core factors that play a multidimensional role in STEM identity development, including social interactions, STEM learning experiences, and family values. An outcome of my specific contributions includes designing visual depictions of the growth/decay of STEM identity in ways that communicate the science of STEM identity development through commonplace illustrations which bring together ideas, patterns, and themes drawn from our data. By knowing which key patterns and interactions shape the STEM identity of an individual, support systems in home and school environments can be structured to increasingly promote children's positive identification with STEM. The primary data source for this research project was interviews with college students. We invited interviewees to participate based on responses to a survey developed to assess contributions to STEM identity. The survey was distributed electronically to all FIU students enrolled in introductory STEM courses at MMC during fall 2019. The survey (validated through factor analysis and expert review) assessed STEM identity, degree of participation in informal STEM learning activities (e.g., attending science camps as a child), and inquired about basic demographic information in order to establish differences within subgroups of respondents. The survey invited respondents to express their interest in participating in an hour-long interview. Individuals were selected to interview using criterion that maximized diversity in terms of degree of STEM identity, informal STEM experiences, and demographic factors, such as area of study and ethnicity. We interviewed 14 individuals, asking open-ended questions about their childhood interactions with STEM. After the first three interviews, a small group from the research team and I formulated an initial coding system using prior literature in STEM identity development and the important ideas suggested by the interviews. We coded the next several interviews independently, each writing a coding reflective memo which were discussed and examined within the research team to identify patterns and themes. Our thematic analysis revealed important factors in the development of individuals' STEM identity, including the individuals' goals, sense of agency, values and expectations, interests and parental intervention. We particularly noticed that talk events, specifically, and interactions, broadly, were associated with shifts in how the interview participants identified with STEM. Through discussions within the research team, we sought to develop visual models that would reflect the influences that were manifesting from our analysis. Three analogies held merit; each of these are discussed below and reflect the evolution of our thinking: A bowling alley was depicted to have a bumper for each stage/age in an individual's life portraying three guiding factors: parent involvement, interest and competence. In addition, pins were included to represent a STEM goal, the lane's length representing a stage/age, and its width as the individuals' sense of agency. Guiding factors and clear stages/ages were considered fundamental to the ongoing process. However, the bowling alley lacked the sense of unpredictability associated with identity development and possibility of other identities overpowering that of STEM. Thus, a pin ball machine analogy was proposed where the flippers were parent involvement and contact with bumpers signified redirecting interactions. After realizing the importance and real-life frequency of individual tests of self-efficacy, personal reflection was added to the fundamental components of the depictions, as well as random movement within. However, the pinball analogy could inadvertently present STEM identity as an "uphill" battle. Another limitation seen in this illustration is vague separation of stages/ages and difficult spatial depiction. So, we explored an intricate analogy of the cell cycle consisting of checkpoints and unrestricted flow in and out of STEM identity. However, it is difficult to pinpoint specific interactions within the cycle. As noted in the articulation of each depiction, all models possess limitations in their representation of a complex, authentic phenomena. Currently, the research team is discussing how overlap of these models can holistically convey the influences on STEM identity rather than any model in isolation. Our overarching project findings demonstrate the importance of dedicating time to a child's current and potential interest through "science talk" modeling and experiencing STEM-related moments with them. The memorabilia that they carry with them throughout time plays a role in their overall personal goals, values, interest and sense of agency within the STEM fields. For instance, participants frequently spoke of how interactions with parents that communicated family values established through immigration journeys influenced their commitment to STEM fields. Overall we note that whether it may be to honor their parents' hard work and sacrifices before and after migration to the United States, honoring unfulfilled dreams, doing "what is expected of them" or chasing after the passion they have had since they were counting stars at night, the individual's sense of STEM identity is tied to their experiences with and that of their families. Families and professionals will benefit from understanding and seeing the development of an individual's STEM identity throughout the course of time and what directly impacts its progression. This work may support the development of outreach programs in informal learning sites, such as museums that support families in having interactions with their children that foster STEM identity development. These types of programs may help parents feel more confident in talking with their children about STEM or encouraging their interest in STEM fields in ways that build upon family and cultural values. The outcomes of this project include an overarching framework of childhood factors critical to STEM identity development, which we illustrate using three visual depictions of how these factors (e.g., personal characteristics of an individual, parental intervention, tests of self-efficacy, interests) shape STEM identity through ages/stages. This work is of value to STEM educators and those interested in supporting more inclusion of traditionally marginalized groups in STEM fields. The target audience will learn that the progression of STEM identity is unique to all, but the fundamental aspects of it (namely the value of positive interactions with trusted individuals) are the same within all.
File Type
Event
Conceptualizing the role of childhood science talk as a mediator of factors that contribute to STEM identity development
The purpose of my research is to explore the complex and intricate growth of an individual's STEM identity (i.e., their perception of themselves within STEM fields) from childhood to college.This work considers the core factors that play a multidimensional role in STEM identity development, including social interactions, STEM learning experiences, and family values. An outcome of my specific contributions includes designing visual depictions of the growth/decay of STEM identity in ways that communicate the science of STEM identity development through commonplace illustrations which bring together ideas, patterns, and themes drawn from our data. By knowing which key patterns and interactions shape the STEM identity of an individual, support systems in home and school environments can be structured to increasingly promote children's positive identification with STEM. The primary data source for this research project was interviews with college students. We invited interviewees to participate based on responses to a survey developed to assess contributions to STEM identity. The survey was distributed electronically to all FIU students enrolled in introductory STEM courses at MMC during fall 2019. The survey (validated through factor analysis and expert review) assessed STEM identity, degree of participation in informal STEM learning activities (e.g., attending science camps as a child), and inquired about basic demographic information in order to establish differences within subgroups of respondents. The survey invited respondents to express their interest in participating in an hour-long interview. Individuals were selected to interview using criterion that maximized diversity in terms of degree of STEM identity, informal STEM experiences, and demographic factors, such as area of study and ethnicity. We interviewed 14 individuals, asking open-ended questions about their childhood interactions with STEM. After the first three interviews, a small group from the research team and I formulated an initial coding system using prior literature in STEM identity development and the important ideas suggested by the interviews. We coded the next several interviews independently, each writing a coding reflective memo which were discussed and examined within the research team to identify patterns and themes. Our thematic analysis revealed important factors in the development of individuals' STEM identity, including the individuals' goals, sense of agency, values and expectations, interests and parental intervention. We particularly noticed that talk events, specifically, and interactions, broadly, were associated with shifts in how the interview participants identified with STEM. Through discussions within the research team, we sought to develop visual models that would reflect the influences that were manifesting from our analysis. Three analogies held merit; each of these are discussed below and reflect the evolution of our thinking: A bowling alley was depicted to have a bumper for each stage/age in an individual's life portraying three guiding factors: parent involvement, interest and competence. In addition, pins were included to represent a STEM goal, the lane's length representing a stage/age, and its width as the individuals' sense of agency. Guiding factors and clear stages/ages were considered fundamental to the ongoing process. However, the bowling alley lacked the sense of unpredictability associated with identity development and possibility of other identities overpowering that of STEM. Thus, a pin ball machine analogy was proposed where the flippers were parent involvement and contact with bumpers signified redirecting interactions. After realizing the importance and real-life frequency of individual tests of self-efficacy, personal reflection was added to the fundamental components of the depictions, as well as random movement within. However, the pinball analogy could inadvertently present STEM identity as an "uphill" battle. Another limitation seen in this illustration is vague separation of stages/ages and difficult spatial depiction. So, we explored an intricate analogy of the cell cycle consisting of checkpoints and unrestricted flow in and out of STEM identity. However, it is difficult to pinpoint specific interactions within the cycle. As noted in the articulation of each depiction, all models possess limitations in their representation of a complex, authentic phenomena. Currently, the research team is discussing how overlap of these models can holistically convey the influences on STEM identity rather than any model in isolation. Our overarching project findings demonstrate the importance of dedicating time to a child's current and potential interest through "science talk" modeling and experiencing STEM-related moments with them. The memorabilia that they carry with them throughout time plays a role in their overall personal goals, values, interest and sense of agency within the STEM fields. For instance, participants frequently spoke of how interactions with parents that communicated family values established through immigration journeys influenced their commitment to STEM fields. Overall we note that whether it may be to honor their parents' hard work and sacrifices before and after migration to the United States, honoring unfulfilled dreams, doing "what is expected of them" or chasing after the passion they have had since they were counting stars at night, the individual's sense of STEM identity is tied to their experiences with and that of their families. Families and professionals will benefit from understanding and seeing the development of an individual's STEM identity throughout the course of time and what directly impacts its progression. This work may support the development of outreach programs in informal learning sites, such as museums that support families in having interactions with their children that foster STEM identity development. These types of programs may help parents feel more confident in talking with their children about STEM or encouraging their interest in STEM fields in ways that build upon family and cultural values. The outcomes of this project include an overarching framework of childhood factors critical to STEM identity development, which we illustrate using three visual depictions of how these factors (e.g., personal characteristics of an individual, parental intervention, tests of self-efficacy, interests) shape STEM identity through ages/stages. This work is of value to STEM educators and those interested in supporting more inclusion of traditionally marginalized groups in STEM fields. The target audience will learn that the progression of STEM identity is unique to all, but the fundamental aspects of it (namely the value of positive interactions with trusted individuals) are the same within all.