Stem roles: How students’ ontological perspectives facilitate stem identities Article

Verdín, D, Godwin, A, Ross, M. (2018). Stem roles: How students’ ontological perspectives facilitate stem identities . 8(2), 31-48. 10.7771/2157-9288.1167

cited authors

  • Verdín, D; Godwin, A; Ross, M

fiu authors

abstract

  • Educational researchers have explored the importance of performance, recognition, and interest in establishing and maintaining a STEM identity. Research has also demonstrated that the ways students describe themselves and how they participate in STEM communities can provide insight into their role identity salience; however, there has been little work to explore the ontological beliefs of students about STEM people and how this influences their ability to see themselves as possessing a STEM identity. This research explores the ontological beliefs of high school students, with specific attention to the ways in which they describe what constitutes a math person, science person, physics person, or engineer and how these descriptions influence their ability to take on these role identities.

publication date

  • January 1, 2018

Digital Object Identifier (DOI)

start page

  • 31

end page

  • 48

volume

  • 8

issue

  • 2