Background Overall Study Sub-Study Conceptual Framework Science Identity Development Model

Background Overall Study Sub-Study Conceptual Framework Science Identity Development Model

Background Overall Study Sub-Study Conceptual Framework Science Identity Development Model

Mundy, Laurie, News Director has reference to this Academic Journal, PHwiki organized this Journal Success Stories: How Social Identities Affect Students’ Educational Trajectories in STEM AACU Annual Meeting October 22, 2010 Houston, Texas Felisha Herrera Josephine Gasiewski Minh Tran Sylvia Hurtado, Principal Investigator Higher Education Research Institute, UCLA Ricardo Jacquez, NMSU Dean of Engineering A fundamental reason students who succeed in the sciences choose not to continue is because they experience conflict between their emerging science identity in addition to “the enduring sense of who they are in addition to who they want to become”. (Cobb, 2004) Background Persistence in STEM Fields Underrepresented racial minority (URM) students earn 17% of STEM bachelor degrees, but only 6-10% of STEM graduate enrollments are URMs Women earn slightly more bachelor’s degrees in STEM than men, but earn only 21% of doctoral degrees in engineering in addition to computer science in addition to 30-40% of doctorates in other science fields. (NSF, 2009)

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Overall Study December 2009 to April 2010 60 hours of semi-structured focus group interviews 7 universities across US 3 PWI, 3 HSI,1 HBCU 150 masters /doctoral students 35% African Americans 21% White 25% Latino/a 9% Asian Americans 5% American Indian 5% who marked other 50% women average age 27.5 (range of 21-53 years old) Sub-Study New Mexico State University & University of New Mexico Bridge to the Doctorate Program 31 STEM Graduate Students Participants 17 Males; 14 Females 87% Underrepresented Racial Minorities 65% Latino/a 12% American Indian 12% White 10% African American Science Identity (Carlone & Johnson, 2007) Recognition of being a legitimate “science person” Social Identity (Jones & McEwen 2000; Lin & Tate, 2005, Nasir & Saxe, 2003) Multiple Identity Frameworks within Multiple Contexts Anti-Deficit Framework (Harper, 2007) Emphasis on student experiences, support systems, in addition to educational interventions Validation Theory (Rendon, 1994; 2002) Enabling, confirming in addition to supportive process Conceptual Framework

Sexual Orientation Nationality/ Immigration Status Religion/ Spirituality Mental/Physical Ability Race/ Ethnicity Gender Culture Socioeconomic Status Science Identity Science Identity Development Model Adapted from: Jones & McEwen (2000) Multiple Contexts Societal Family/Community Science Science Context Interactions with faculty/peers in science Institution/ disciplinary culture Lab/classroom environments Key Themes on Identity Science identity development Interactions between multiple identities in addition to science Negotiating conflict between multiple identities in addition to science Support systems in addition to educational interventions Science Identity Development I think science is definitely a big part of my life in addition to it’s a big part of who I am, just because it’s more of a way of thinking. I think you see things in a different way than maybe other people do, in addition to you analyze things in addition to you want to know why things work the way they do in addition to how they work. (Latina Female)

Science Identity Development I am the first one in my family to complete a degree my family, they were like “Oh, look at the new engineer.” Well, I don’t feel like engineer. I think I will feel like one once I work with a big company in addition to I participate with the big projects in addition to I’ll feel like I contributed to those kind of projects. So I think afterwards I will feel like an engineer. (Latino Male) Interactions between Multiple Identities in addition to Science I think I became interested in science just as a way to underst in addition to my surroundings. I grew up on an Indian reservation so I saw a lot of death in addition to a lot of disease in addition to things like that going on when I was growing up. My interest was, like I said, was to underst in addition to my environment in addition to try to get a feel as long as the underlying causes of the things I was seeing. (American Indian Male) Interactions between Multiple Identities in addition to Science Q: What’s it like being female engineers A: It always surprises people when you tell them. It was funny, when I came down here as long as the tour, I came with my boyfriend at the time. We went through the department, in addition to the department head addressed him. [My boyfriend] was like, “Not me. I’m goin’ to journalism.” So there’s still stereotypes, but most people are like “Wow cool.” (Latina Female)

Negotiating Identity Conflicts He asked me “How does you being in science , does that conflict with your religious beliefs” I can see the perceptions that you hear all the time, in addition to I do feel it ‘cause I am a religious person first, then everything else. So I do think they interact all the time, but I think being in science in addition to even as a student with a culture in addition to identity, I think they just blend. I think sometimes putting on your hat at this certain place is okay. Okay, now I have to [put on another hat because] now I’m with this group. I’m a Christian first. So wherever I’m at that’s gonna be my focus first in addition to then I blend in if I’m science. (Latino Male) Negotiating Identity Conflicts I think it wasn’t until high school that I took a biology course, in addition to I really loved biology; it was my favorite course. But at that point I still didn’t have the confidence to think I could do science. I was never good at math, so it never would have occurred to me to do anything related to science or technology. I think if you’re not good in those subjects you kind of do get shifted to another path. So it took me having to wait until I was older in addition to just saying, “I like it, in addition to I’m going to do it”. One of my goals now is to work with minority students to try to lift them up at a teaching capacity so they don’t have to feel like I did, like, “Wow, I don’t belong here.” (Latina Female) Support Systems in addition to Educational Interventions I talk about my experiments with my parents in addition to my little brothers. I talk about our immune system, how it’s activated in addition to what happens when something goes wrong. They’re just amazed by it ‘cause I’m Navajo so we have stories of how we became us, but then there’s a science part to that too. They like to hear what I learned in addition to its relevance. Maybe because there’s stuff that they didn’t know could go on in your body, so it’s really fun as long as you to talk with your family about [science]. They’re really supportive. (American Indian Female)

Support Systems in addition to Educational Interventions It’s nice to see people that are from different ethnicities, different backgrounds, doing things that they’re doing right now. It actually kind of encourages you. Like they’re doing this so I’m definitely able to do this. (American Indian Female) Support Systems in addition to Educational Interventions There are some programs that actually help support students. So, as long as example, there’s a program here that recruits students from community colleges from the four corners in addition to they bring them down here in addition to give them some experience in science. They allow them to work in a lab in addition to actually get a feel as long as it. That’s what really drives a lot of students to come to this university. They have their mentor. They have a way of supporting themselves financially [through] programs that help students work in the lab in addition to pay them to work. So that really helps people I think. (American Indian Female) New Mexico AMP Bridge to the Doctorate Program Provides access to: academic support financial support professional development faculty mentorship in addition to guided-research Seeks to produce highly qualified Ph.D. c in addition to idates in addition to to track students’ academic progress in addition to professional development through the Ph.D.

Discussion Institutional change vs. individual integration Awareness of potential “mismatch” science culture in addition to environments (i.e. values, practices, etc.) in addition to students’ identities Validation of social identity acknowledges student’s contributions The importance of identity considerations across both academic in addition to student support Moving from Research to Practice Group Discussion How do these issues affect your individual campuses Given the research findings, each group will develop a list of recommendations as long as their respective institutions. Contact In as long as mation Acknowledgments: This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Numbers 1 R01 GMO71968-01 in addition to R01 GMO71968-05 as well as the National Science Foundation, NSF Grant Number 0757076. This independent research in addition to the views expressed here do not indicate endorsement by the sponsors. Papers in addition to reports are available as long as download at: Project e-mail: Faculty in addition to Co-PIs: Sylvia Hurtado Mitchell Chang Monica Lin Gina Garcia Felisha Herrera Postdoctoral Scholars: Kevin Eagan Josephine Gasiewski Administrative Staff: Aaron Pearl Graduate Research Assistants: Christopher Newman Minh Tran Jessica Sharkness Cindy Mosqueda Juan Garibay Tanya Figueroa

Mundy, Laurie WTXT-FM News Director

Mundy, Laurie News Director

Mundy, Laurie is from United States and they belong to WTXT-FM and they are from  Tuscaloosa, United States got related to this Particular Journal. and Mundy, Laurie deal with the subjects like Business; City/Metropolitan News; Entertainment; International News; Local News; National News; Regional News

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