In everyday language, one might define “identity” as the way that people answer questions such as: “Who do I think I am, or who can I be, where do I belong, and how do I think other people see me?” The concept of identity has become an increasingly important factor in the study of informal science, technology, engineering, and math (STEM) education and science communication. And a growing number of designers name an enhanced science or STEM identity as an intended outcome for participants in their activities and programs.
In 2017, the CAISE Evaluation and Measurement Task Force asked a sample of 12 STEM education researchers, science communication scholars, social psychologists, learning scientists, and informal science educators to share their thinking and work on this complex and rich topic. Start with the overview, "The Role of Identity in STEM Learning and Science Communication: Reflections on Interviews from the Field," and then delve into the interviews to get a sense of the current landscape of research and practice in STEM identity.
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