Identity Negotiation Within Peer Groups During an Informal Engineering Education Program: The Central Role of Leadership-Oriented Youth

October 7th, 2018 | RESEARCH

As part of ongoing efforts to support a diverse and robust engineering workforce and ensure that children and adults from all communities have the engineering and design thinking skills to succeed in a science, technology, engineering, and mathematics (STEM)-rich world, identity has become a growing focus of research and education efforts. In order to advance our understanding of engineering-related identity negotiation within informal STEM education contexts, we conducted an in-depth, qualitative investigation of six adolescent girls participating in an afterschool engineering education program jointly run by two community-based organizations and a science center. Building on the Identity-Frame Model developed through our prior work, analysis of videotaped program sessions and secondary data from participants, program facilitators, and parents highlighted the important role that leadership-oriented youth played in shaping the identity negotiation of participants during the programs, both in the ways they recognized and positioned the situated identities of other youth and through their influence on the activity frames that defined the nature of the engineering activities. These findings extend prior classroom studies and suggest a new lens to help teachers and program facilitators support identity negotiation for youth in STEM education programs.

Document

PattisonEtAl2018_SciEd_PeerGroupIdentityNegotiation_PrePub.pdf

Team Members

Scott Pattison, Author, TERC
Ivel Gontan, Author, Fleet Science Center
Smirla Ramos-Montañez, Author, Oregon Museum of Science and Industry
Lauren Moreno (Russell), Author, Catalysis Inc.

Citation

Identifier Type: issn
Identifier: 1098-237X

Publication: Science Education
Volume: 102
Number: 5
Page(s): 978-1006

Funders

Funding Source: NSF
Funding Program: AISL
Award Number: 1322306

Related URLs

Full-Scale Development: Designing Our World: A Community Envisioning Girls as Engineers

Tags

Access and Inclusion: English Language Learners | Ethnic | Racial | Hispanic | Latinx Communities | Low Socioeconomic Status | Women and Girls
Audience: Elementary School Children (6-10) | Middle School Children (11-13) | Museum | ISE Professionals
Discipline: Engineering
Resource Type: Peer-reviewed article | Research Products
Environment Type: Afterschool Programs | Public Programs

Linkedin   Youtube   Facebook   Instagram
Search: repository | repository and website pages | website pages
NSF logo

This material is supported by National Science Foundation award DRL-2229061, with previous support under DRL-1612739, DRL-1842633, DRL-1212803, and DRL-0638981. Any opinions, findings, conclusions, or recommendations contained within InformalScience.org are those of the authors and do not necessarily reflect the views of NSF.

NSF AISL Project Meetings

Privacy Policy | Terms of Use | Contact Us