October 2020: Identity Development and STEM Learning

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Connecting STEM learning to identity development is an equity issue with implications about how we engage with non-dominant 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 Synthesis Brief

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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.

 

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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: https://www.informalscience.org/biography/nichole-pinkard

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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.

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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.

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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.

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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.

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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: stepupphysics.org