Articles producció científica> Pedagogia

"I see myself as a STEM person": Exploring high school students' self-identification with STEM

  • Dades identificatives

    Identificador: imarina:9241813
    Autors:
    Grimalt-Alvaro, CarmeCouso, DignaBoixadera-Planas, EsterGodec, Spela
    Resum:
    In the literature, STEM identity tends to be characterized either as students' relationship with the STEM field "as a whole," or their relationship with a particular STEM area, such as science. With this study, we add to the existing scholarship by characterizing the profiles of students who identified themselves as "STEM people." A 52-item questionnaire was administered to 1004 students aged 12-16 from high schools in and around Barcelona, Spain. To profile different groups of students, we performed a hierarchical cluster analysis that included responses relating to participants' interest, competence, self-efficacy, and aspirations to different STEM and non-STEM areas. Our analysis generated six different clusters, which we interpreted as ranging from positive to negative self-identification with STEM. Our particular interest was in the two clusters we interpreted as exhibiting positive STEM identity (C1 and C2). The analysis suggested that there were two different ways of considering oneself as a STEM person. Students who self-identified as STEM people were either more inclined toward technology and engineering (C1) or science (C2), particularly in terms of their aspirations. These two clusters were also strongly gendered, with C1 being dominated by boys and C2 by girls. Although our findings suggest the existence of a conscious "sense of STEM identity," we suggest that students who self-identified as STEM people may have ascribed different meanings to the STEM based on their preferences. As such, this study questions the suitability of studying STEM identity "as a whole" without also considering how students relate to individual STEM and non-STEM areas.
  • Altres:

    Autor segons l'article: Grimalt-Alvaro, Carme; Couso, Digna; Boixadera-Planas, Ester; Godec, Spela;
    Departament: Pedagogia
    Autor/s de la URV: Grimalt Alvaro, Maria del Carme
    Paraules clau: Women Talking Students Stem identity Stem fields Self efficacy Secondary education Science Identity Higher school High school students Hierarchical systems Hierarchical cluster analysis Gender Experiences Education Cluster analysis Black Barcelona Achievement 9th-grade
    Resum: In the literature, STEM identity tends to be characterized either as students' relationship with the STEM field "as a whole," or their relationship with a particular STEM area, such as science. With this study, we add to the existing scholarship by characterizing the profiles of students who identified themselves as "STEM people." A 52-item questionnaire was administered to 1004 students aged 12-16 from high schools in and around Barcelona, Spain. To profile different groups of students, we performed a hierarchical cluster analysis that included responses relating to participants' interest, competence, self-efficacy, and aspirations to different STEM and non-STEM areas. Our analysis generated six different clusters, which we interpreted as ranging from positive to negative self-identification with STEM. Our particular interest was in the two clusters we interpreted as exhibiting positive STEM identity (C1 and C2). The analysis suggested that there were two different ways of considering oneself as a STEM person. Students who self-identified as STEM people were either more inclined toward technology and engineering (C1) or science (C2), particularly in terms of their aspirations. These two clusters were also strongly gendered, with C1 being dominated by boys and C2 by girls. Although our findings suggest the existence of a conscious "sense of STEM identity," we suggest that students who self-identified as STEM people may have ascribed different meanings to the STEM based on their preferences. As such, this study questions the suitability of studying STEM identity "as a whole" without also considering how students relate to individual STEM and non-STEM areas.
    Àrees temàtiques: Pedagogical & educational research Education & educational research Education Educació Educação Ciencias sociales
    Accès a la llicència d'ús: https://creativecommons.org/licenses/by/3.0/es/
    Adreça de correu electrònic de l'autor: carme.grimalt@urv.cat
    Identificador de l'autor: 0000-0002-5314-7706
    Data d'alta del registre: 2024-09-07
    Versió de l'article dipositat: info:eu-repo/semantics/publishedVersion
    Enllaç font original: https://onlinelibrary.wiley.com/doi/10.1002/tea.21742
    URL Document de llicència: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referència a l'article segons font original: Journal Of Research In Science Teaching. 59 (5): 720-745
    Referència de l'ítem segons les normes APA: Grimalt-Alvaro, Carme; Couso, Digna; Boixadera-Planas, Ester; Godec, Spela; (2022). "I see myself as a STEM person": Exploring high school students' self-identification with STEM. Journal Of Research In Science Teaching, 59(5), 720-745. DOI: 10.1002/tea.21742
    DOI de l'article: 10.1002/tea.21742
    Entitat: Universitat Rovira i Virgili
    Any de publicació de la revista: 2022
    Tipus de publicació: Journal Publications
  • Paraules clau:

    Education,Education & Educational Research
    Women
    Talking
    Students
    Stem identity
    Stem fields
    Self efficacy
    Secondary education
    Science
    Identity
    Higher school
    High school students
    Hierarchical systems
    Hierarchical cluster analysis
    Gender
    Experiences
    Education
    Cluster analysis
    Black
    Barcelona
    Achievement
    9th-grade
    Pedagogical & educational research
    Education & educational research
    Education
    Educació
    Educação
    Ciencias sociales
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