Early informal STEM experiences and STEM identity: The importance of talking science
Early informal STEM experiences and STEM identity: The importance of talking science
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DOI：
10.1002/sce.21499
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发表时间：
2019-05-01
影响因子：
4.3
通讯作者：
Sadler, Philip
中科院分区：
文献类型：
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作者：
Dou, Remy;Hazari, Zahra;Sadler, Philip
在本文中，我们研究了参与者的童年科学，技术，工程和数学（STEM）相关经验，他们的STEM身份（即，把自己看作是一个STEM人），以及他们的大学生涯意图。虽然一些证据支持童年的重要性（即，K-4）非正式的STEM教育经验，如参加科学营，现有的研究并没有充分解决他们的关系，STEM职业生涯的意图以后的生活。基于我们在身份研究方面的工作，我们测试了STEM身份对职业意向的预测能力（N= 15，847）。我们发现，在我们的STEM身份量表上每高出一分，参与者在大学选择STEM职业的几率就会增加85%。然后，我们测试了各种童年非正式经历是否可以预测参与者的STEM身份。在控制家庭环境、性别和其他相关因素的同时，只与朋友和家人谈论科学，消费科学和科幻媒体（即，书籍和电视）是大学STEM身份的预测。
In this paper, we examine the relationship between participants' childhood science, technology, engineering, and mathematics (STEM) related experiences, their STEM identity (i.e., seeing oneself as a STEM person), and their college career intentions. Whereas some evidence supports the importance of childhood (i.e., K-4) informal STEM education experiences, like participating in science camps, existing research does not adequately address their relationship to STEM career intention later in life. Grounding our work in identity research, we tested the predictive power of STEM identity on career intention (N=15,847). We found that for every one-point higher on our STEM identity scale, participants' odds of choosing a STEM career in college increased by 85%. We then tested whether a variety of childhood informal experiences predicted participants' STEM identity. While controlling for home environment, gender, and other relevant factors, only talking with friends and family about science, and consuming science and science-fiction media (i.e., books and television) were predictive of STEM identity in college.