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Possible future selves in STEM: an epistemic network analysis of identity exploration in minoritized students and alumni
Journal article   Open access   Peer reviewed

Possible future selves in STEM: an epistemic network analysis of identity exploration in minoritized students and alumni

Yiyun “Kate” Fan, Amanda Barany and Aroutis Foster
International journal of STEM education, v 10(1), 22
01 Dec 2023
DOI: https://doi.org/10.1186/s40594-023-00412-z
Featured in Collection :   UN Sustainable Development Goals @ Drexel
url
https://doi.org/10.1186/s40594-023-00412-zView
Published, Version of Record (VoR)CC BY V4.0,  Open

Abstract

Educational Technology Education Mathematics Education Science Education
Background STEM minority participation programs have been widely implemented in higher education with the goal of diversifying the global STEM workforce. Informed by research highlighting the potential of targeted exploration of STEM roles and reflection on the self in relation to STEM (identity exploration), this work examines how engagement in a government funded STEM minority participation program shaped these processes in current students and program alumni. Results Epistemic network analysis (ENA) was used to visualize conceptual connections between identity themes that emerged from interviews with present and past program participants. Network models were developed for current students and alumni for cross-group comparisons. Differences were found in how participants at different stages of their careers enact and describe their identity exploration processes. Summative network models highlighted how students discussed action-taking (sometimes through participation in STEM minority program initiatives) as they explored less-certain possible future STEM roles, while alumni integrated more diverse and holistic facets of their identities when conceptualizing their futures. To close the interpretive loop, a qualitative interpretation of interview discourse was used to give context to network patterns. Conclusions Results highlight the differences between novices’ and professionals’ conceptualizations of their future selves and illustrate how minoritized individuals describe their long-term patterns of identity exploration related to STEM majors and careers. Implications for future STEM identity research and practice, including higher education programming as a tool to support students’ STEM identity exploration processes, are discussed.

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6 citations in Web of Science
9 citations in Scopus

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UN Sustainable Development Goals (SDGs)

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#4 Quality Education

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Web of Science research areas
Education & Educational Research
Education, Scientific Disciplines
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