Postsecondary Underrepresented Minority STEM Students’ Perceptions of Their Science Identity
Journal of Negro Education
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In order to increase the access of underrepresented minority (URM) students to STEM careers, we need a better understanding of the students’ science identities—the ways they perceive themselves as being (or not being) scientists. Such knowledge can inform efforts to recruit and retain URM students in STEM. The authors asked postsecondary URM STEM students to describe the characteristics that they (1) have in common and (2) do not have in common with scientists, as well as experiences that made them feel like scientists. In this article, the authors present a composite of a URM STEM student’s science identity—the first of its kind—and discuss the implications of this perceived science identity for the recruitment and retention of URM STEM students.
Science identity; Underrepresented minority; STEM
Bilingual, Multilingual, and Multicultural Education | Education | Science and Mathematics Education
Postsecondary Underrepresented Minority STEM Students’ Perceptions of Their Science Identity.
Journal of Negro Education, 88(3),