Identity development frameworks provide insight into why and to what extent individuals engage in STEM related activities. While studies of “STEM identity” often build off previously validated disciplinary and/or science identity frameworks, quantitative analyses of constructs that specifically measure STEM identity and its antecedents are scarce, making it challenging for researchers or practitioners to apply a measurement-based perspective of participation in opportunities billed as “STEM.” In this study, we tested two expanded structural equation models of STEM identity development
An individual's sense of themselves as a “STEM person” is largely formed through recognition feedback. Unfortunately, for many minoritized individuals who engage in STEM (science, technology, engineering, and mathematics) in formal and informal spaces, this recognition often adheres to long-standing exclusionary expectations of what STEM participation entails and institutionalized stereotypes of what it means to be a STEM person. However, caregivers, who necessarily share cultural backgrounds, norms, and values with their children, can play an important role in recognizing their children's
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Heidi CianRemy DouSheila CastroElizabeth Palma-D'souzaAlexandra Martinez
resourceresearchProfessional Development, Conferences, and Networks
Scientists for whom English is not their first language report disadvantages with academic communication internationally. This case study explores preliminary evidence from non-Anglophone scientists in an Australian research organisation, where English is the first language. While the authors identified similarities with previous research, they found that scientists from non-Anglophone language backgrounds are limited by more than their level of linguistic proficiency in English. Academic science communication may be underpinned by perceptions of identity that are defined by the Anglocentric