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

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.

Research and trends in STEM education: a systematic review of journal publications

“…A search for reviews of STEM education research found multiple reviews that could suggest approaches for identifying publications (e.g., Brown, 2012;Henderson, Beach, & Finkelstein, 2011;Kim, Sinatra, & Seyranian, 2018;Margot & Kettler, 2019;Minichiello, Hood, & Harkness, 2018;Mizell & Brown, 2016;Thibaut et al, 2018;Wu & Rau, 2019). The review conducted by Brown (2012) examined the research base of STEM education.…”

“…In contrast to reviews on STEM education, in general, other reviews focused on specific issues in STEM education (e.g., Henderson et al, 2011;Kim et al, 2018;Margot & Kettler, 2019;Minichiello et al, 2018;Schreffler, Vasquez III, Chini, & James, 2019;Thibaut et al, 2018;Wu & Rau, 2019). For example, the review by Henderson et al (2011) focused on instructional change in undergraduate STEM courses based on 191 conceptual and empirical journal articles published between 1995 and 2008.…”

A Single-Item Measure for Assessing STEM Identity

“…However, other research has suggested that social identity is multi-faceted, and includes a facet of typicality (referred to as self-stereotyping by Leach et al, 2008;Starr, 2018). This perspective recognizes that two elements are essential for developing a social identity: (1) seeing oneself as a member of the group, and (2) feeling that the members of the group accept you as a member (Kim et al, 2018). Although the first may be captured by the importance of a social group to one's self-concept, the latter may be better captured by the self-perception that you are a prototypical member of the group-that you possess the skills, knowledge, beliefs, practices, and principles of a member of that particular group (Ibarra, 1999;Nadelson et al, 2015).…”

Engineering Identity in Pre-College Students: A Literature Review

“…These studies seek to shed light on factors which may support identity development in middle school and high school students, in order to improve gender parity in STEM fields (e.g. [25], [26]). Buontempo, Riegle-Crumb and Patrick [25] investigated the factors which influence the gender differences in engineering identity in male and female high school students.…”

“…They concluded that the primary factors are lower self-efficacy and interest in female students, though this could be mitigated by focusing on improving female students' attainment value, defined as the importance students put on engineering and engineering tasks relative to other fields, for the field of engineering. Kim, Sinatra and Seyranian [26] investigated the impacts of social factors, and concluded that in order to improve women's representation in STEM fields, it is necessary to both support female precollege students in their STEM identity development and to work to change the larger perception of who pursues a STEM degree. Both studies investigated the importance of relationships, including peer, family and mentor relationships, on female students' engineering identity, though they came to differing conclusion, as Kim et.…”