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