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Series:   Elements in Applied Social Psychology

Identity Development during STEM Integration for Underrepresented Minority Students

Published online by Cambridge University Press:  29 October 2020

Sophie L. Kuchynka ,
Alexander E. Gates  and
Luis M. Rivera
Sophie L. Kuchynka
Affiliation:
Rutgers University, New Jersey
Alexander E. Gates
Affiliation:
Rutgers University, New Jersey
Luis M. Rivera
Affiliation:
Rutgers University, New Jersey

Summary

Over the past three decades, research efforts and interventions have been implemented across the United States to increase the persistence of underrepresented minority (URM) students in science, technology, engineering, and math (STEM). This Element systematically compares STEM interventions that offer resources and opportunities related to mentorship, research, and more. We organize the findings of this literature into a multi-phase framework of STEM integration and identity development. We propose four distinct phases of STEM integration: Phase 1: High School; Phase 2: Summer before College; Phase 3: First Year of College; and Phase 4: Second Year of College through Graduation. We combine tenets of theories about social identity, stereotypes and bias, and the five-factor operationalization of identity formation to describe each phase of STEM integration. Findings indicate the importance of exploration through exposure to STEM material, mentorship, and diverse STEM communities. We generalize lessons from STEM interventions to URM students across institutions.
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Keywords

STEM identitySTEM integrationSTEM interventionsSTEM persistenceunderrepresented minority students (URMs)
Type
Element
Information
Series: Elements in Applied Social Psychology
Online ISBN: 9781108882071
Publisher: Cambridge University Press
Print publication: 26 November 2020

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