The nature of science identity and its role as the driver of student choices

Vincent‐Ruz, Paulette; Schunn, Christian D.

doi:10.1186/s40594-018-0140-5

Cited by 184 publications

(140 citation statements)

References 46 publications

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“…We developed a survey tool based on published literature and previously used instruments which included measures of STEM belonging (Lewis et al, 2017), science identity (Vincent-Ruz & Schunn, 2018), and growth mindset (Rattan et al, 2015;Leslie, Cimpian, Meyer, & Freeland, 2015), as well as measures assessing students' views on their STEM participation. The Institutional Review Board (IRB) indicated the study is exempt under 45 Code of Federal Regulations (CFR) § 46.104(d)(2) because this is an anonymous survey study.…”

Section: Methodsmentioning

confidence: 99%

Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets

Kricorian¹,

Seu²,

López³

et al. 2020

IJ STEM Ed

170

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Background: Women and ethnic minorities remain underrepresented in science, technology, engineering, and math (STEM) fields. The goal of this pilot study is to better understand the beliefs and experiences of underrepresented US students pursuing STEM. Our focus was to gain insights into their mentorship experiences and preferences regarding having mentors who are gender and ethnicity matched. Environmental and psychological factors associated with participants' decision to pursue STEM, such as family influences, academic mindsets, and attitudes towards STEM, were also studied. Methods: We developed a survey tool based on published literature and established instruments, including measures of STEM belonging, science identity, and growth mindset, as well as measures assessing students' views on their STEM participation. We surveyed members of a STEM-focused non-profit who were in college, graduate school, or were recent graduates.Results: Forty-eight adults currently pursuing STEM responded to the survey. The majority (71%) were female and nearly all (96%) identified as an ethnic minority. Most reported knowing someone of their same gender (68%) or ethnicity (66%) with a STEM career who served as a role model. The majority (54%) stated that meeting a STEM professional of their own gender and ethnicity would be effective encouragement to pursue STEM. A similar percentage (56%) believed that media exposure to gender-and ethnicity-matched STEM professionals would be effective encouragement. Most (73%) demonstrated a growth mindset and had strong family support to pursue STEM (68%). Only two-thirds (66%) felt they belonged in STEM careers, and 30% agreed that people in their STEM classes are a lot like them. Conclusion: This study contributes additional information on the views and experiences of diverse students actively pursuing STEM. Most participants indicated the importance of meeting and being mentored in STEM by those of their same gender and ethnicity, either in person or through media. Future educational efforts to increase STEM diversity should consider students' mentorship preferences and facilitate interactions with matched-background mentors accordingly, with consideration given to the use of media. Educators should focus on inclusive learning by highlighting the accomplishments of diverse STEM professionals, to help strengthen feelings of STEM belonging.

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Section: Methodsmentioning

confidence: 99%

Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets

Kricorian¹,

Seu²,

López³

et al. 2020

IJ STEM Ed

170

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“…The most commonly discussed value components are intrinsic value (enjoyment) and utility value (usefulness). When individuals perceive a task or domain as intrinsically valuable or extrinsically valuable to their goals, this can promote better engagement and motivation [33,63,69,94]. Intrinsic value in the original model is now often discussed as interest, which is defined by positive emotions accompanied by curiosity and engagement in the particular content [95][96][97].…”

Section: B Motivational Factors That Are the Foundations Of Studentsmentioning

confidence: 99%

Gendered patterns in the construction of physics identity from motivational factors

Kalender

Marshman

Schunn

et al. 2019

Phys. Rev. Phys. Educ. Res.

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Students' intentions to persevere and their career choices in science, technology, engineering, and math fields can be impacted by their physics identities. Women are severely underrepresented at all levels in physics and engineering. Physics in particular has stereotypes about being a discipline for brilliant men. Therefore, it is particularly difficult for women who do not fit the description of a stereotypical physicist to develop a physics identity. Thus, understanding the factors underlying physics identity in introductory physics classrooms is important for creating an equitable and inclusive physics learning environment and has the potential to at least partly explain the current underrepresentation of women in physics-related majors and careers. In this study, we examined physics identity and several other motivational constructs of male and female students by administering a survey in introductory calculus-based physics courses at a large research university. We found gender differences in how students identify as a physics person and how their perceived recognition from others, such as their teaching assistants or instructors, peers, or family members relates to their physics identities. We tested separate models by gender that examined how different motivational constructs relate to students' physics identities. We found that the perception of being recognized by influential others such as the course instructor or teaching assistants was differentially related to female and male students' physics self-efficacy and sense of belonging in the physics classroom. These findings call for improving the physics learning environments to make them equitable so that all students have a high sense of belonging and self-efficacy and opportunity to develop a strong physics identity.

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Section: Introductionmentioning

confidence: 99%

“…Science and STEM identity has a complex differential function in supporting students' optional science choices by gender, and STEM identity may be associated with academic performance and flourishing in undergraduate physics courses at the end of the term, particularly for women (Seyranian et al, 2018;Vincent-Ruz & Schunn, 2018). In mathematical problem solving, the role of selfefficacy beliefs and the nature of science identity has also been widely investigated (Pajares & Miller, 1994;Pajares & Urdan, 2006;Vincent-Ruz & Schunn 2018;Zeldin & Pajares, 2000). In their longitudinal study, Parker, Marsh, Ciarrochi, Marshall, and Abduljabbar (2014) found (a) a strong relationship between achievement, self-efficacy, and self-concept in mathematics at age 15; (b) both selfconcept and self-efficacy being independent and similarly strong predictors of tertiary entrance ranks at the end of high school; (c) math self-efficacy as a significant predictor of university entry but math self-concept was not; and (d) math self-concept as a significant predictor of undertaking post-school studies in science, technology, engineering, or math, but math self-efficacy was not.…”

Section: Introductionmentioning

confidence: 99%

Students’ reasons for STEM choices and the relationship of mathematics choice to university admission

et al. 2019

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Background: Despite the increasing need for STEM skills, to date, the connection between STEM subject choices and their impact on students' educational pathways has not been widely studied. Focusing on the mathematics choice (basic/advanced/no mathematics), a large register dataset that covered students admitted to Finnish universities during 2013-2015 (N = 46,281) was combined with upper-secondary school matriculation examination data (N = 93,955) to find out how this choice influenced the students' university admissions. This large dataset was also examined to establish the current gender distributions in different university degree programs from the perspective of mathematics choices. Further, to find out the students' reasons behind their mathematics choices, a cohort sample of 802 student responses was collected from upper-secondary schools. We also investigated the students' interests in different fields of study to establish any gender differences in them. Results: The register data analysis suggested that in Finland, students' mathematics choices had a strong influence on the university admission outcomes. For instance, only 33% of the upper-secondary school graduates took the advanced mathematics ME test in 2013-2015, yet the number of those admitted to universities who had taken the advanced mathematics ME test was 55%. Most of the university degree programs were female dominated, yet the university students with advanced mathematics were mostly male, and especially the STEM fields in the Finnish universities were male dominated. As for the reasons behind the mathematics choices, students who chose advanced mathematics believed in its usefulness for their future studies and careers. We also found significant gender-based educational differences regarding all the study fields, with STEM careers attracting more males than females. Conclusion: Advanced mathematics was highly valued in Finnish universities, and many students chose advanced mathematics believing in its usefulness for their future studies or careers. Yet, their further study interests and career plans were segregated by gender. As there is a rising need for STEM skills, we must seek effective ways to deliver the evolving possibilities of STEM fields to students, especially girls, during the earlier years of their educations.

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The nature of science identity and its role as the driver of student choices

Cited by 184 publications

References 46 publications

Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets

Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets

Gendered patterns in the construction of physics identity from motivational factors

Students’ reasons for STEM choices and the relationship of mathematics choice to university admission

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