Unlocking STEM Identities Through Family Conversations About Topics in and Beyond STEM: The Contributions of Family Communication Patterns

January 21st, 2025 | RESEARCH

This paper presents findings of a study which explored how family conversations beyond STEM content contribute to the development of STEM identity. Using structural equation modeling, we found that family disposition to engage in conversations about a broad range of topics was linked to more frequent STEM-related conversations during childhood and, in turn, greater identification as a “STEM person” in college.

Document

behavsci-15-00106.pdf

Team Members

Remy Dou, Author, Florida International University
Nicole Villa, Author, Florida International University
Heidi Cian, Author, Maine Mathematics and Science Alliance
Susan Sunbury, Author, Harvard-Smithsonian Center for Astrophysics
Philip M. Sadler, Author, Harvard-Smithsonian Center for Astrophysics
Gerhard Sonnert, Author, Harvard-Smithsonian Center for Astrophysics

Citation

Identifier Type: DOI
Identifier: https://doi.org/10.3390/bs15020106

Publication: behavorial sciences
Volume: 15
Number: 106

Funders

Funding Source: NSF
Funding Program: AISL
Award Number: 2215050

Related URLs

Instrument Development: Racially & Ethnically Minoritized Youths’ Varied Out-Of-School-Time Experiences and Their Effects on STEM Attitudes, Identity, and Career Interest

Tags

Audience: Administration | Leadership | Policymakers | Families | Learning Researchers | Parents | Caregivers
Discipline: Education and learning science
Resource Type: Peer-reviewed article | Research | Research Products
Environment Type: Family home