Constructing STEM identity: An expanded structural model for STEM identity research

Abstract

Identity development frameworks provide insight into why and to what extent individuals engage in STEMrelated 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 measurementbased 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.

Beyond content and curriculum in elementary classrooms: conceptualizing the cultivation of integrated STEM teacher identity

“…This relationship is mediated by interest and external recognition in mathematics, with recognition having a stronger direct effect. Dou and Cian (2022) recently confirmed the robustness of the Hazari et al (2010) framework in their structural equation model of the construct of STEM identity.…”

“…Carlone and Johnson (2007) have profoundly influenced how the field conceptualizes STEM learner identity. Researchers on STEM learner identity have operationalized these three dimensions in the pursuit of a generalizable model of STEM learner identity (Cribbs et al, 2015;Dou & Cian, 2022;Espinosa, 2011;Godwin, 2016;Hazari et al, 2010;McDonald et al, 2019;Paul et al, 2020). Hazari et al (2010), using data from the Persistence Research in Science and Engineering project, extended the Carlone and Johnson (2007) framework.…”

[Retracted] Mental Writing and Mental Health and Cultural Identity in Doris Lessing’s Science Fiction

“…According to the infectious disease theory, the SI model divides the population into two main types ( Figure 3 ): susceptible individuals (S) and infected individuals (I). During the spread of the disease, the infected individual will infect the surrounding susceptible population with a certain probability, and once the susceptible individual is infected with the virus, it will immediately become an infected individual and will never be cured [ 12 ].…”

Examining relationships between chemistry anxiety, chemistry identity, and chemistry career choice in terms of gender: a comparative study using multigroup structural equation modelling

“…The single indicator represents students' overall perceptions of chemistry identity. Previous research in other fields (e.g., engineering) has demonstrated a positive relationship among the four aspects of identity, i.e., competence/performance beliefs influence students' overall perception of identity through the mediating role of interest and external recognition, respectively (Godwin et al, 2016;Dou and Cian, 2021; Verdı ´n, 2021) (as shown in Fig. 1).…”