Identity Negotiation Within Peer Groups During an Informal Engineering Education Program: The Central Role of Leadership-Oriented Youth

Date: 
Sunday, October 7, 2018
Resource Type:
Peer-reviewed article | Research Products
Environment Type: 
Public Programs, Afterschool Programs
Audience: 
Elementary School Children (6-10) | Middle School Children (11-13) | Museum/ISE Professionals
Discipline: 
Engineering
Access and Inclusion: 
Ethnic/Racial
Hispanic/Latinx Communities
Women and Girls
English Language Learners
Low Socioeconomic Status
Organization:
TERC, Fleet Science Center, Oregon Museum of Science and Industry, Catalysis Inc.
Description: 

As part of ongoing efforts to support a diverse and robust engineering workforce and ensure that children and adults from all communities have the engineering and design thinking skills to succeed in a science, technology, engineering, and mathematics (STEM)-rich world, identity has become a growing focus of research and education efforts. In order to advance our understanding of engineering-related identity negotiation within informal STEM education contexts, we conducted an in-depth, qualitative investigation of six adolescent girls participating in an afterschool engineering education program jointly run by two community-based organizations and a science center. Building on the Identity-Frame Model developed through our prior work, analysis of videotaped program sessions and secondary data from participants, program facilitators, and parents highlighted the important role that leadership-oriented youth played in shaping the identity negotiation of participants during the programs, both in the ways they recognized and positioned the situated identities of other youth and through their influence on the activity frames that defined the nature of the engineering activities. These findings extend prior classroom studies and suggest a new lens to help teachers and program facilitators support identity negotiation for youth in STEM education programs.

Funder(s): 
NSF
Funding Program: 
AISL
Award Number: 
1322306
Citation
ISSN:
1098-237X
Publication Name: 
Science Education
Volume: 
102
Number: 
5
Page Number: 
978-1006

Request to Edit a Resource

If you would like to edit a resource, please use this form to submit your request.