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How to foster the formation of STEM identity: studying diversity in an authentic learning environment

机译：如何培养茎身份的形成：在真实的学习环境中研究多样性

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Background STEM identity has been shown to have a powerful role in an individual’s success in educational environments, as well as on their career goals and trajectories. Historically, however, STEM identity formation for underrepresented students has been hampered by the lack of representation of in STEM fields, which predominantly consist of white males. One educational challenge is diversifying STEM classrooms, both in terms of the students themselves and also in terms of the science and scientists they learn about. Methods We piloted a 4-credit History, Philosophy, and Sociology of Science course at Michigan State University. Students were tasked with creating exhibits focused on themes of diversity and inclusion in science for a real client. Using a STEM identity survey, we assessed students’ attitudes towards the sciences, issues of diversity in science, and their sense of belonging to their educational communities. We also had the students respond to various short-answer questions throughout the semester to better understand their experiences working on a collaborative authentic learning task. Results Our results suggest that authentic learning experiences based around ideas of diversity and inclusion can help students develop sense of belonging and positive STEM identities. Students demonstrated shifts in their self-identities as scientists, focusing more on the intersection between their gender, ethnicity, and self-perception as a scientist. Through qualitative analysis of short-answer questions, we were able to ascertain that working in groups in an authentic learning environment helped the students improve their communication and collaboration skills. Conclusions Students’ increased focus on gender and ethnicity suggests that they are thinking critically about how their personal identities intersect with their scientific identities. Additional research would help us better understand if the coupling of authentic learning and inclusive teaching practices have significant impacts on the formation of students’ STEM identities.
机译：背景技术在个人在教育环境中的成功以及他们的职业目标和轨迹中，已经显示出在个人的成功中具有强大作用。然而，历史上，由于缺乏在茎领域的代表性，这主要包括白人男性，这是缺乏代表性的学生的茎身份形成受到阻碍。一个教育挑战是多样化Stem教室，无论是在学生自己的方面，也是在他们学习的科学和科学家方面。方法我们在密歇根州立大学获得了一名4学分历史，哲学和科学课程的社会学。学生的任务是创建展品，专注于为一个真实客户的多样性和纳入科学的主题。使用Step Identity调查，我们评估了学生对科学的态度，科学多样性问题，以及他们对其教育社区的归属感。我们还有学生在整个学期内回复各种短期问题，以更好地了解他们在协同真实学习任务上工作的经验。结果我们的结果表明，基于多样性和包容性思想的真实学习经验可以帮助学生培养归属感和积极的茎状身份。学生们认为自己的自我身份变化为科学家，更多地关注其性别，种族和自我认知作为科学家之间的交叉路口。通过对短答题的定性分析，我们能够确定在真实的学习环境中的团体工作有助于提高他们的沟通和协作技巧。结论学生对性别和种族的焦点表明他们正在批判性地思考他们的个人身份与他们的科学身份相交。其他研究将有助于我们更好地了解真实学习和包容性教学实践的耦合是否对学生词干身份的形成有重大影响。

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