Am I Stem?: Broadening participation by transforming students’ perceptions of self and others as stem-capable

Amanda Blakewood Pascale; Dan Richard; Karthikeyan Umapathy

Am I Stem? Broadening participation by transforming students’ perceptions of self and others as stem-capable

Research output: Contribution to journal › Article › peer-review

Abstract

To meet the needs of the 21st century, the science, technology, engineering, and mathematics (STEM) workforce will require universities to produce STEM-capable individuals who STEM identify, and who feel STEM connected. However, higher education institutions tend to operate in disciplinary silos; only those in STEM disciplines are tasked with sourcing solutions for complex STEM problems. In this study, the authors explore how participation in an integrative STEM internship experience (Data Science for Social Good) transforms students from different disciplinary backgrounds’ STEM identity. Findings reveal that STEM and non-STEM students undergo shifts in perspectives regarding themselves and others as STEM-capable. Implications and recommendations are discussed.

Original language	American English
Pages (from-to)	147-159
Number of pages	13
Journal	Journal of Higher Education Theory and Practice
Volume	21
Issue number	7
State	Published - Aug 25 2021

Keywords

Experiential learning
higher education
STEM
identity
experiential learning
integrated learning
interdisciplinary

Disciplines

Psychology

Access to Document

https://doi.org/10.33423/jhetp.v21i7.4492

Cite this

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title = "Am I Stem?: Broadening participation by transforming students{\textquoteright} perceptions of self and others as stem-capable",

abstract = " To meet the needs of the 21st century, the science, technology, engineering, and mathematics (STEM) workforce will require universities to produce STEM-capable individuals who STEM identify, and who feel STEM connected. However, higher education institutions tend to operate in disciplinary silos; only those in STEM disciplines are tasked with sourcing solutions for complex STEM problems. In this study, the authors explore how participation in an integrative STEM internship experience (Data Science for Social Good) transforms students from different disciplinary backgrounds{\textquoteright} STEM identity. Findings reveal that STEM and non-STEM students undergo shifts in perspectives regarding themselves and others as STEM-capable. Implications and recommendations are discussed.",

keywords = "Experiential learning, higher education, STEM, identity, experiential learning, integrated learning, interdisciplinary",

author = "Pascale, \{Amanda Blakewood\} and Dan Richard and Karthikeyan Umapathy",

note = "Pascale, A. B., Richard, D., \& Umapathy, K. (2021). Am I STEM? Broadening Participation by Transforming Students{\textquoteright} Perceptions of Self and Others as STEM-Capable. Journal of Higher Education Theory and Practice, 21(7), 147-159. https://doi.org/10.33423/jhetp.v21i7.4492",

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AU - Pascale, Amanda Blakewood

AU - Richard, Dan

AU - Umapathy, Karthikeyan

N1 - Pascale, A. B., Richard, D., & Umapathy, K. (2021). Am I STEM? Broadening Participation by Transforming Students’ Perceptions of Self and Others as STEM-Capable. Journal of Higher Education Theory and Practice, 21(7), 147-159. https://doi.org/10.33423/jhetp.v21i7.4492

PY - 2021/8/25

Y1 - 2021/8/25

N2 - To meet the needs of the 21st century, the science, technology, engineering, and mathematics (STEM) workforce will require universities to produce STEM-capable individuals who STEM identify, and who feel STEM connected. However, higher education institutions tend to operate in disciplinary silos; only those in STEM disciplines are tasked with sourcing solutions for complex STEM problems. In this study, the authors explore how participation in an integrative STEM internship experience (Data Science for Social Good) transforms students from different disciplinary backgrounds’ STEM identity. Findings reveal that STEM and non-STEM students undergo shifts in perspectives regarding themselves and others as STEM-capable. Implications and recommendations are discussed.

AB - To meet the needs of the 21st century, the science, technology, engineering, and mathematics (STEM) workforce will require universities to produce STEM-capable individuals who STEM identify, and who feel STEM connected. However, higher education institutions tend to operate in disciplinary silos; only those in STEM disciplines are tasked with sourcing solutions for complex STEM problems. In this study, the authors explore how participation in an integrative STEM internship experience (Data Science for Social Good) transforms students from different disciplinary backgrounds’ STEM identity. Findings reveal that STEM and non-STEM students undergo shifts in perspectives regarding themselves and others as STEM-capable. Implications and recommendations are discussed.

KW - Experiential learning

KW - higher education

KW - STEM

KW - identity

KW - experiential learning

KW - integrated learning

KW - interdisciplinary

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