Deep Dive: STEM Identity
Outcomes in informal STEM learning can range from affective outcomes (think: feelings, attitudes, emotions), behavioral outcomes, content knowledge changes, skill development, and more. One common construct we see in our work is STEM Identity. Here, we’ll do a deep dive into what this concept is, how it might be incorporated into your program outcomes, and how evaluators think about assessing it.
What is STEM Identity?
STEM identity (or sometimes “science identity”) is a complex construct.
It relates to our self-concept, and unsurprisingly, we hold many identities at once. Different identities are activated at different times, depending on the contexts we’re in.
Put simply, STEM identity is the understanding of oneself as a “STEM person.”
STEM identity is an essential indicator for engagement with STEM and persistence in STEM fields (McDonald et al. 2019) as it relates to how much we feel a part of that context. Similarly, interest, motivation, and sense of belonging are related concepts that also can serve as indicators of persistence in STEM. These can be particularly important to cultivate in people traditionally underrepresented in STEM fields, as - again - they tend to correlate with how likely folks are to continue in STEM degrees and fields.
As Dr. Smirla Ramos-Montañez describes it, identity is “a situated concept. It is actively negotiated in a variety of social interactions and contexts while being informed by complex cultural and historical narratives.” And different researchers have slightly different takes on how STEM identity is defined and shows up in informal STEM education work. Check out more definitions from informal STEM education experts on CAISE.org.
‘Carlone and Johnson (2007) note that a strong science identity consists of three main factors:
confidence that they have the necessary knowledge to understand science concepts (i.e., competence),
confidence in their ability to showcase their science skills in public settings (i.e., performance), and
that others recognize their competence and performance (i.e., recognition).’ (McDonald et al., 2019).
How Can We Measure STEM Identity?
Measuring STEM identity first starts with understanding how it operates in your program’s goals or outcomes. If fostering STEM identity is a specific intended outcome of your work, it is likely something you’ll want to measure directly.
Evaluators may choose to measure STEM identity directly in participants/youth with self-report surveys based on validated measures. Or, to gauge the perceived STEM identity development of informal STEM educators in their students.
Other approaches like open-ended interviews, observations, and ethnographic work may also be appropriate, depending on the audience, program context, and evaluation goals. However, it is important to note that there is no standard measure of identity.
References:
McDonald, M. M., Zeigler-Hill, V., Vrabel, J. K., & Escober, M. (2019). A single-item measure for assessing STEM identity. Frontiers in Education, 4(78), 1-15.
Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful Women of Color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218.
Palmquist, S. (2020, September 30). Shaping STEM Identity Negotiation through Activity Frames. Center for Advancement of Informal Science Education (CAISE) - Informal Science. https://www.informalscience.org/news-views/shaping-stem-identity-negotiation-through-activity-frames
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