Constructing STEM identity: An expanded structural model for STEM identity research
Constructing STEM identity: An expanded structural model for STEM identity research
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DOI：
10.1002/tea.21734
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发表时间：
2021-11-06
影响因子：
4.6
通讯作者：
Cian, Heidi
中科院分区：
文献类型：
--
作者：
Dou, Remy;Cian, Heidi
身份发展框架有助于深入了解个人为什么以及在多大程度上参与与STEM有关的活动。虽然对“STEM身份认同”的研究往往建立在之前经过验证的学科和/或科学身份框架的基础上，但对专门衡量STEM身份及其前因的结构的量化分析很少，这使得研究人员或从业者在应用基于测量的视角参与被称为“STEM”的机会方面具有挑战性。在这项研究中，我们测试了STEM认同发展的两个扩展结构方程模型，建立在科学和学科认同框架的基础上，纳入了与认同发展相关的其他因素：性别、种族、家庭科学支持、父母教育和在家中体验科学谈话。我们的模型测试了在西班牙裔服务机构注册的本科生(N=522)在STEM背景下兴趣、认同感、表现能力和认同感之间的理论关系。我们的发现支持我们对STEM认同感及其指标的测量，为研究人员提供了一个与STEM跨学科领域的学术意图相关的预测模型。此外，我们的扩展模型(即模型I+)显示，参与者性别对STEM认同感的间接影响(β=0.50)大于STEM兴趣的直接影响(β=0.29)，以及家庭支持对学业成绩-能力的影响。我们的模型还假设家庭科学谈话对作为STEM人的认同感做出了重大贡献，扩大了我们对家庭环境的重要作用的理解，同时挑战了先前关于科学资本和习惯的概念。我们把我们的结果放在一个更广泛的讨论中，讨论“STEM身份”作为一个概念的有效性，并在STEM领域经常被边缘化的社区的背景下构建。
Identity development frameworks provide insight into why and to what extent individuals engage in STEM-related activities. While studies of "STEM identity" often build off previously validated disciplinary and/or science identity frameworks, quantitative analyses of constructs that specifically measure STEM identity and its antecedents are scarce, making it challenging for researchers or practitioners to apply a measurement-based perspective of participation in opportunities billed as "STEM." In this study, we tested two expanded structural equation models of STEM identity development, building off extensions of science and disciplinary-identity frameworks, that incorporated additional factors relevant to identity development: gender, ethnicity, home science support, parental education, and experiencing science talk in the home. Our models test theorized relationships between interest, sense of recognition, performance-competence, and identity in the context of STEM with undergraduate students (N = 522) enrolled in introductory STEM courses at a Hispanic Serving Institution. Our findings support our measurement of STEM identity and its indicators, providing researchers with a predictive model associated with academic intentions across disciplinary domains in STEM. Further, our expanded model (i.e., Model I+) indicates significant contributions of participant gender, which has a larger indirect effect on STEM identity (beta = 0.50) than the direct effect of STEM interest (beta = 0.29), and of home support in relation to performance-competence in academic contexts. Our model also posits a significant contribution of family science talk to sense of recognition as a STEM person, expanding our understandings of the important role of the home environment while challenging prior conceptions of science capital and habitus. We situate our results within a broader discussion regarding the validity of "STEM identity" as a concept and construct in the context of communities often marginalized in STEM fields.