Theme's playlist

Expert Panel


Identity Development and STEM Learning

Recorded: October 27, 2020 at 3:00 - 4:30 pm EDT
Description: Connecting STEM learning to identity development is an equity issue with implications about how we engage with nondominant groups and STEM, what shape STEM learning takes if we do, and how we engage in STEM learning that helps imagine more just and thriving futures. This Theme of the Month is a collaboration between the STEM for All Multiplex and CAISE, the Resource Center for the AISL Program.


View Recording


Share your thoughts on the videos of this playlist.
Public Discussion
  • Members may log in to post to this discussion.

Related Resources

Author(s): Bell, Besley, Cannady, Crowley, Grack Nelson, Philips, Riedinger, & Storksdieck
Publication: CAISE (Jul 2018)

CAISE provides interviews of 12 STEM education researchers, science communication scholars, social psychologists, learning scientists, and informal science educators sharing their thinking and work on STEM identity. Two of these interviews are with our TOM panelists, Heidi Carlone and Zahra Hazari. An interview with Nichole Pinkhard can also be viewed:

Author(s): Calabrese Barton, A., & Tan, E.
Publication: Journal of the Learning Sciences (Mar 2019)

In this article, it is argued that the construct of rightful presence, and the coconstructed “making present” practices that give rise to moments of rightful presence, is 1 way to consider how to make sense of the historicized and relational nature of consequential learning.

Author(s): Nasir, N. I. S., & Cooks, J.
Publication: Anthropology & Education Quarterly (Mar 2009)

In this article, we present a model for thinking about how learning settings provide resources for the development of the practice-linked identities of participants.

Author(s): National Research Council
Publication: The National Academies Press

Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators.

Author(s): Bell, P., Van Horne, K. & Cheng, B. H.
Publication: Journal of the Learning Sciences (Aug 2017)

This special issue is focused on investigating the role of learners’ self-identification with disciplinary endeavors (e.g., science-related investigations, interpretations of historical events) in relation to the design of and their participation in learning environments.

Author(s): Pattison, Gontan, Ramos-Montañez, Shagott, Francisco & Dierking
Publication: Journal of the Learning Sciences (Jun 2020)

The study advances the understanding of identity negotiation related to engineering and provides a new framework for investigating situated identity in informal STEM learning contexts.

Publication: Science in the City

The Science in The City research team is a collaborative group of science education researchers, teachers, and teacher educators looking to improve science teaching for all students. The resources and research sections of this site may be of particular interest.

Author(s): Varelas, Maria (Ed.)
Publication: Sense Publishers (Jan 2012)

In this edited volume, science education scholars engage with the constructs of identity and identity construction of learners, teachers, and practitioners of science.

Author(s): Nichole Pinkard, et. al.
Publication: Connected Learning Alliance (Feb 2020)

The authors of this report were part of the Connected Learning Research Network (CLRN), who collaborated to study and develop new modes of learning with digital media. Their guiding framework is the connected learning approach.

Author(s): Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M-C.
Publication: Journal of Research in Science Teaching (Feb 2010)

This study explores how students’ physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest.

Author(s): Carlone, H. B., Huffling, L., Tomesek, T., Hegedus, T. A., Matthews, C., Allen, M., & Ash, M.
Publication: h. International Journal of Science Education (Jun 2015)

This is an ethnographic study of 16 diverse high school youths’ participation, none of who initially fashioned themselves as ‘outdoorsy’ or ‘animal people’, in a four-week summer enrichment program focused on herpetology.

Author(s): Carlone, H. B. & Johnson A.
Publication: Journal of Research in Science Teaching (Sep 2007)

n this study, we develop a model of science identity to make sense of the science experiences of 15 successful women of color over the course of their undergraduate and graduate studies in science and into science‐related careers.

Author(s): Pattison, S., Gontan, I., & Ramos-Montanez, S.
Publication: Designing Our World (Jan 2018)

The materials provided in this guide are intended to introduce educators and program facilitators to concepts related to STEM identity and to help educators practice noticing and responding to the dynamics of STEM identity development in their own programs.

Author(s): APS Physics
Publication: YouTube (Nov 2019)

STEP UP is a national community of physics teachers, researchers, and professional societies. We design high school physics lessons to empower teachers, create cultural change, and inspire young women to pursue physics in college. Learn more and download free materials at: