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Title: Exploring STEM Identity and Belonging in Minoritized Girls at a Summer Camp
This study explores STEM identity among Underrepresented and Underserved Racially and Ethnically Minoritized (UUREM) middle school girls within informal learning settings. Focusing on micro-level interactions, we explored a single-gendered STEM summer camp where UUREM middle school girls comprised 81% of the participants (N=59). Guided by ecological systems theory as a methodological approach to developing well-designed informal STEM activities, we sought to positively shape UUREM middle school girls’ STEM identity. STEM identity is complex, multi-layered, and inseparable from the intersectionality of their racial and gender identities. This approach is particularly salient in affective factors such as self-efficacy, ability-belief, and a sense of belonging during their pivotal middle school years. Critical implications include (a) single-gender spaces, like STEM camps, provide affirming, safe environments for authentic discussion and belonging in STEM, and (b) role models of similar racial and gender backgrounds support positive STEM identity formation for UUREM middle school girls.  more » « less
Award ID(s):
2115393
PAR ID:
10521005
Author(s) / Creator(s):
; ;
Editor(s):
Lindgren, R; Asino, T I; Kyza, E A; Looi, C K; Keifert, D T; Suárez, E
Publisher / Repository:
Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024
Date Published:
Page Range / eLocation ID:
1562-1565
Format(s):
Medium: X
Location:
Buffalo, USA
Sponsoring Org:
National Science Foundation
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