What is STEM Identity?

Thursday, April 11, 2019
Resource Type:
Report | Reference Materials
Environment Type: 
Professional Development, Conferences, and Networks, Resource Centers and Networks
Educators/Teachers | Museum/ISE Professionals | Scientists | Evaluators | Learning Researchers
Education and learning science
Center for Advancement of Informal Science Education, University of Washington

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.

Funding Program: 
Award Number: 

Team Members

James BellPrincipal Investigator
John BesleyContributor
Mac CannadyContributor
Michelle ChoiProject Manager
Kevin CrowleyCo-Principal Investigator
Amy Grack NelsonContributor
Tina PhillipsContributor
Kelly RiedingerContributor
Martin StorksdieckCo-Principal Investigator

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