Developing a STEM identity among young women: A social identity perspective

Kim, Ann Y.; Sinatra, Gale M.; Seyranian, Viviane

doi:10.3102/0034654318779957

Cited by 390Career Development and DiversityScience Education and PerceptionsEducation, Achievement, and Giftedness

Developing a STEM identity among young women: A social identity perspective

Kim, Ann Y., Sinatra, Gale M., Seyranian, Viviane·2018·Review of Educational Research

DOI 10.3102/0034654318779957

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Abstract

We conducted a systematic review of empirical research focused on the experiences of female students in science, technology, engineering, and mathematics (STEM) during middle and high school. Drawing on social identity theory, recent research was synthesized to explore how aspects of the social environment influence STEM identity development. Findings indicate that young women experience challenges to their participation and inclusion when they are in STEM settings. Additionally, we found that perceptions regarding who is part of the ingroup or outgroup of STEM fields can be changed through intervention and educational programs. We conclude with recommendations for theory, research, programs, and policy for STEM identity development among young women, informed by a social identity perspective.

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Stereotypes can have profound effects on women's self-esteem, expectations, interests, capabilities and motivations, to the point where they may voluntarily renounce certain pursuits, opting instead for occupations identified with their traditional roles.
“Stereotypes can have profound effects on women's self-esteem, expectations, interests, capabilities and motivations, to the point where they may voluntarily renounce certain pursuits, opting instead for occupations identified with their traditional roles (Barberá et al., 2008; García-Ael et al., 2018; Kim et al., 2018; Lerchenmueller et al., 2019).”
From The influence of school textbooks on the configuration of gender identity: A study on the unequal representation of women and men in the school discourse during the Spanish democracy (2022) · cites this paper as Kim et al., 2018

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Metcalf, M. (2013) · Creative Education · doi:10.4236/ce.2013.411097 · Cited by 4 · see citing works
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Research and trends in STEM education: a systematic review of journal publications
Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020) · International Journal of STEM Education · doi:10.1186/s40594-020-00207-6 · Cited by 580 · see citing works
Transdisciplinarity in STEM education: a critical review
Takeuchi, M. A., Sengupta, P., Shanahan, M., Adams, J. D., & Hachem, M. (2020) · Studies in Science Education · doi:10.1080/03057267.2020.1755802 · Cited by 260 · see citing works
Teachers’ Bias Against the Mathematical Ability of Female, Black, and Hispanic Students
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A Single-Item Measure for Assessing STEM Identity
Mcdonald, M. M., Zeigler-Hill, V., Vrabel, J. K., & Escobar, M. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00078 · Cited by 143 · see citing works
The longitudinal effects of STEM identity and gender on flourishing and achievement in college physics
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Motivational Factors in Makerspaces: A Mixed Methods Study of Elementary School Students’ Situational Interest, Self-Efficacy, and Achievement Emotions
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Examining ways to meaningfully support students in STEM
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Science identity development: an interactionist approach
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Identities in/out of physics and the politics of recognition
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Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity: A gender study
Cohen, S. M., Hazari, Z., Mahadeo, J. V., Sonnert, G., & Sadler, P. M. (2021) · Science Education · doi:10.1002/sce.21670 · Cited by 77 · see citing works
Facilitating marginalized youths' identification with STEM through everyday science talk: The critical role of parental caregivers
Cian, H., Dou, R., Castro, S., Palma‐D'souza, E., & Martinez, A. (2021) · Science Education · doi:10.1002/sce.21688 · Cited by 75 · see citing works
STEM validation among underrepresented students: Leveraging insights from a STEM diversity program to broaden participation.
Burt, B. A., Stone, B. D., Motshubi, R., & Baber, L. D. (2020) · Journal of Diversity in Higher Education · doi:10.1037/dhe0000300 · Cited by 66 · see citing works
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Understanding and Addressing Gender‐Based Inequities in STEM: Research Synthesis and Recommendations for U.S. K‐12 Education
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K-12 STEM Education: An Overview of Perspectives and Considerations
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STEM Identity Exploration through an Immersive Learning Environment
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Identity development in school makerspaces: intentional design
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Success for all: fostering early childhood STEM identity
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Science Identity among Latinx Students in the Biomedical Sciences: The Role of a Critical Race Theory–Informed Undergraduate Research Experience
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Learning in the Wild: Fieldwork, Gender, and the Social Construction of Disciplinary Culture
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Women’s career confidence in a fixed, sexist STEM environment
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STEM Identities: A Communication Theory of Identity Approach
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Chiu, T. K. F., Ismailov, M., Zhou, X., Xia, Q., Au, C. K., & Chai, C. S. (2023) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-023-10382-x · Cited by 87 · see citing works
Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning
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Villanueva, I., Stefano, M. D., Gelles, L., Vicioso, P., & Benson, S. (2019) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2019.101786 · Cited by 33 · see citing works
Undergraduate STEM Majors on and off the Pre-Med/Health Track: A STEM Identity Perspective
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The influence of school textbooks on the configuration of gender identity: A study on the unequal representation of women and men in the school discourse during the Spanish democracy
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Computing Education Interventions to Increase Gender Equity from 2000 to 2020: A Systematic Literature Review
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A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States: Accounting for Individual, Collective, and Contextual Factors
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Productive Thinking and Science Learning in Design Teams
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STEM identity and STEM career intention: a meta-analysis
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From the inside looking out: Latinas intersectionality and their engineering departments
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Mathematics Anxiety and Self-Efficacy of Mexican Engineering Students: Is There Gender Gap?
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Girls in STEM: Addressing SDG 4 in Context
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Milton, S., Sager, M. T., & Walkington, C. (2023) · Education Sciences · doi:10.3390/educsci13121183 · Cited by 24 · see citing works
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Middle years students’ engagement with science in rural and urban communities in Australia: exploring science capital, place-based knowledges and familial relationships
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Preparing the Next Generation for STEM: Adolescent Profiles Encompassing Math and Science Motivation and Interpersonal Skills and Their Associations With Identity and Belonging
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Gender Differences in Motivational and Curricular Pathways Towards Postsecondary Computing Majors
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Understanding Science Identity Development Among College Students
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A bibliometric analysis of global research on education in the Scopus database, 2013–2022
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Challenging gender stereotypes: Young women's views on female role models in secondary school science textbooks
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STEM career aspiration: does students’ social identity matter?
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Profiles of ICT identity and their associations with female high school students’ intention to study and work in ICT: A mixed-methods approach
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Critical Examination Using Business Intelligence on the Gender Gap in Information Technology in Brazil
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A longitudinal analysis of developing marine science identity in a place-based, undergraduate research experience
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STEM-oriented primary school children: participation in informal STEM programmes and career aspirations
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Children’s Engineering Identity Development Within an At-Home Engineering Program During COVID-19
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STEM postdoc mentoring: a social exchange theory-based conceptual framework
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Old Problem, New Perspectives: Applying Anzaldúan Concepts to Underrepresentation in STEM
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Gender Stereotypes and the Choice of an Engineering Undergraduate Program
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Examining disciplinary specificity of preservice mathematics and science teachers’ professional identities
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A hands-on classroom activity to teach science concepts for students with visual impairment
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Framing and Studying Learning and Identity in Virtual Learning Environments: Introduction to the Special Issue
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Elevating Marginalized Student Experiences of Belonging in the Life Sciences: A Qualitative Case Study Approach
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Seeking a Comprehensive Theory About the Development of Scientific Thinking
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¿Qué sabemos del posicionamiento STEM del alumnado? Una revisión sistemática de la literatura
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Technology, Equity, and Inclusion in the Virtual Education Space
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Authors: Kim, A. Y., Sinatra, G. M., & Seyranian, V.
Affiliations: California State University, Long Beach (US)
University of Southern California (US)
California State Polytechnic University (US)
ORCID: Kim, Ann Y.
Sinatra, Gale M.
Seyranian, Viviane
Venue: Review of Educational Research
Publisher: American Educational Research Association (AERA)
Published: 2018-06-04
Volume: 88
Issue: 4
Pages: 589-625
ISSN: 0034-6543 (ISSN-L)
1935-1046
DOI: 10.3102/0034654318779957
OpenAlex: W2806576596
Cited by: 390
References: 108
Citations by year: 2026: 35 · 2025: 65 · 2024: 82 · 2023: 59 · 2022: 57 · 2021: 43 · 2020: 31 · 2019: 14 · 2018: 4
FWCI: 45.73
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Review of Educational Research (publishedVersion)
Topics: Social Sciences › Safety Research › Career Development and Diversity
Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords: STEM identity, young women, social identity theory, gender and STEM, middle and high school students, intervention program, STEM participation

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Developing a STEM identity among young women: A social identity perspective

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