Girls’ science identity development in and out of school

This article examines middle school girls’ participation in school-day science classes and out-of-school time science clubs to understand the girls’ identification with and relationship to science. Looking at the girls’ science experiences across settings, researchers compared how the identities developed from these experiences supported or worked against the girls’ future trajectories in STEM.

If you would like to edit a resource, please email us to submit your request.