"I see myself as a STEM person"

In the literature, STEM identity tends to be characterized either as students' relationship with the STEM field "as a whole," or their relationship with a particular STEM area, such as science. With this study, we add to the existing scholarship by characterizing the profiles of stude...

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Autores: Grimalt Álvaro, Carme|||0000-0002-5314-7706, Couso, Digna|||0000-0003-4253-5049, Boixadera Planas, Ester|||0000-0002-3995-6750, Godec, Spela|||0000-0002-9729-8549
Tipo de recurso: artículo
Fecha de publicación:2022
País:España
Institución:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:321575
Acceso en línea:https://ddd.uab.cat/record/321575
https://dx.doi.org/urn:doi:10.1002/tea.21742
Access Level:acceso abierto
Palabra clave:Cluster analysis
Gender
Secondary education
STEM identity
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spelling "I see myself as a STEM person"exploring high school students' self-identification with STEMGrimalt Álvaro, Carme|||0000-0002-5314-7706Couso, Digna|||0000-0003-4253-5049Boixadera Planas, Ester|||0000-0002-3995-6750Godec, Spela|||0000-0002-9729-8549Cluster analysisGenderSecondary educationSTEM identityIn the literature, STEM identity tends to be characterized either as students' relationship with the STEM field "as a whole," or their relationship with a particular STEM area, such as science. With this study, we add to the existing scholarship by characterizing the profiles of students who identified themselves as "STEM people." A 52-item questionnaire was administered to 1004 students aged 12-16 from high schools in and around Barcelona, Spain. To profile different groups of students, we performed a hierarchical cluster analysis that included responses relating to participants' interest, competence, self-efficacy, and aspirations to different STEM and non-STEM areas. Our analysis generated six different clusters, which we interpreted as ranging from positive to negative self-identification with STEM. Our particular interest was in the two clusters we interpreted as exhibiting positive STEM identity (C1 and C2). The analysis suggested that there were two different ways of considering oneself as a STEM person. Students who self-identified as STEM people were either more inclined toward technology and engineering (C1) or science (C2), particularly in terms of their aspirations. These two clusters were also strongly gendered, with C1 being dominated by boys and C2 by girls. Although our findings suggest the existence of a conscious "sense of STEM identity," we suggest that students who self-identified as STEM people may have ascribed different meanings to the STEM based on their preferences. As such, this study questions the suitability of studying STEM identity "as a whole" without also considering how students relate to individual STEM and non-STEM areas. 22022-01-0120222022-01-01Articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/321575https://dx.doi.org/urn:doi:10.1002/tea.21742reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengAgència de Gestió d'Ajuts Universitaris i de Recerca https://doi.org/10.13039/501100003030 2017/SGR-1399Agència de Gestió d'Ajuts Universitaris i de Recerca https://doi.org/10.13039/501100003030 2017/SGR-01682Agencia Estatal de Investigación https://doi.org/10.13039/501100011033 PGC2018-096581-B-C21open accesshttp://purl.org/coar/access_right/c_abf2Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original.https://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:3215752026-06-06T12:50:31Z
dc.title.none.fl_str_mv "I see myself as a STEM person"
exploring high school students' self-identification with STEM
title "I see myself as a STEM person"
spellingShingle "I see myself as a STEM person"
Grimalt Álvaro, Carme|||0000-0002-5314-7706
Cluster analysis
Gender
Secondary education
STEM identity
title_short "I see myself as a STEM person"
title_full "I see myself as a STEM person"
title_fullStr "I see myself as a STEM person"
title_full_unstemmed "I see myself as a STEM person"
title_sort "I see myself as a STEM person"
dc.creator.none.fl_str_mv Grimalt Álvaro, Carme|||0000-0002-5314-7706
Couso, Digna|||0000-0003-4253-5049
Boixadera Planas, Ester|||0000-0002-3995-6750
Godec, Spela|||0000-0002-9729-8549
author Grimalt Álvaro, Carme|||0000-0002-5314-7706
author_facet Grimalt Álvaro, Carme|||0000-0002-5314-7706
Couso, Digna|||0000-0003-4253-5049
Boixadera Planas, Ester|||0000-0002-3995-6750
Godec, Spela|||0000-0002-9729-8549
author_role author
author2 Couso, Digna|||0000-0003-4253-5049
Boixadera Planas, Ester|||0000-0002-3995-6750
Godec, Spela|||0000-0002-9729-8549
author2_role author
author
author
dc.subject.none.fl_str_mv Cluster analysis
Gender
Secondary education
STEM identity
topic Cluster analysis
Gender
Secondary education
STEM identity
description In the literature, STEM identity tends to be characterized either as students' relationship with the STEM field "as a whole," or their relationship with a particular STEM area, such as science. With this study, we add to the existing scholarship by characterizing the profiles of students who identified themselves as "STEM people." A 52-item questionnaire was administered to 1004 students aged 12-16 from high schools in and around Barcelona, Spain. To profile different groups of students, we performed a hierarchical cluster analysis that included responses relating to participants' interest, competence, self-efficacy, and aspirations to different STEM and non-STEM areas. Our analysis generated six different clusters, which we interpreted as ranging from positive to negative self-identification with STEM. Our particular interest was in the two clusters we interpreted as exhibiting positive STEM identity (C1 and C2). The analysis suggested that there were two different ways of considering oneself as a STEM person. Students who self-identified as STEM people were either more inclined toward technology and engineering (C1) or science (C2), particularly in terms of their aspirations. These two clusters were also strongly gendered, with C1 being dominated by boys and C2 by girls. Although our findings suggest the existence of a conscious "sense of STEM identity," we suggest that students who self-identified as STEM people may have ascribed different meanings to the STEM based on their preferences. As such, this study questions the suitability of studying STEM identity "as a whole" without also considering how students relate to individual STEM and non-STEM areas.
publishDate 2022
dc.date.none.fl_str_mv 2
2022-01-01
2022
2022-01-01
dc.type.none.fl_str_mv Article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://ddd.uab.cat/record/321575
https://dx.doi.org/urn:doi:10.1002/tea.21742
url https://ddd.uab.cat/record/321575
https://dx.doi.org/urn:doi:10.1002/tea.21742
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.relation.none.fl_str_mv Agència de Gestió d'Ajuts Universitaris i de Recerca https://doi.org/10.13039/501100003030 2017/SGR-1399
Agència de Gestió d'Ajuts Universitaris i de Recerca https://doi.org/10.13039/501100003030 2017/SGR-01682
Agencia Estatal de Investigación https://doi.org/10.13039/501100011033 PGC2018-096581-B-C21
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by-nc/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
instname_str Universitat Autònoma de Barcelona
reponame_str Dipòsit Digital de Documents de la UAB
collection Dipòsit Digital de Documents de la UAB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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