Defining and Measuring STEM Identity and Interest in STEM Learning

Graphical Abstract

Abstract

A growing number of educators are focused on increasing students’ interest in and developing their identity in relation to science, technology, engineering, and math (STEM) as an intended outcome of their out-of-school activities and programs. In everyday language, one might define identity as the way that people answer questions such as: “Who do I think I am, or who can I be? Where do I belong? How do I think other people see me?” People who are developing identities related to STEM will navigate questions such as these along the way.

Keywords:

• Informal Education
• Research
• Stem

Author Contributions

Jamie Bell ([email protected]) is project director and principal investigator at the Center for Advancement of Informal Science Education in Washington, DC.

Kevin Crowley ([email protected]) is professor of learning sciences and policy at the University of Pittsburgh in Pittsburgh, Pennsylvania, and co–principal investigator at the Center for Advancement of Informal Science Education in Washington, DC.

Martin Storksdieck ([email protected]) is director of the Center for Research on Lifelong STEM Learning at Oregon State University in Corvallis, Oregon, and co–principal investigator at the Center for Advancement of Informal Science Education in Washington, DC.

John Besley ([email protected]) is professor of public relations and advertising at Michigan State University in East Lansing, Michigan.

Matthew A. Cannady ([email protected]) is research group director at The Lawrence Hall of Science, University of California, Berkeley, in Berkeley, California.

Amy Grack Nelson ([email protected]) is evaluation and research manager at the Science Museum of Minnesota in St. Paul, Minnesota.

Tina Phillips ([email protected]) is evaluation program manager at the Cornell Lab of Ornithology in Ithaca, New York.

Kelly Riedinger ([email protected]) is senior researcher at the Center for Research on Lifelong STEM Learning at Oregon State University in Corvallis, Oregon.

Melissa Ballard ([email protected]) is communications and community manager at the Center for Advancement of Informal Science Education in Washington, DC.

Additional information

Notes on contributors

Jamie Bell

Jamie Bell ([email protected]) is project director and principal investigator at the Center for Advancement of Informal Science Education in Washington, DC.

Kevin Crowley

Kevin Crowley ([email protected]) is professor of learning sciences and policy at the University of Pittsburgh in Pittsburgh, Pennsylvania, and co–principal investigator at the Center for Advancement of Informal Science Education in Washington, DC.

Martin Storksdieck

Martin Storksdieck ([email protected]) is director of the Center for Research on Lifelong STEM Learning at Oregon State University in Corvallis, Oregon, and co–principal investigator at the Center for Advancement of Informal Science Education in Washington, DC.

John Besley

John Besley ([email protected]) is professor of public relations and advertising at Michigan State University in East Lansing, Michigan.

Matthew A. Cannady

Matthew A. Cannady ([email protected]) is research group director at The Lawrence Hall of Science, University of California, Berkeley, in Berkeley, California.

Amy Grack Nelson

Amy Grack Nelson ([email protected]) is evaluation and research manager at the Science Museum of Minnesota in St. Paul, Minnesota.

Tina Phillips

Tina Phillips ([email protected]) is evaluation program manager at the Cornell Lab of Ornithology in Ithaca, New York.

Kelly Riedinger

Kelly Riedinger ([email protected]) is senior researcher at the Center for Research on Lifelong STEM Learning at Oregon State University in Corvallis, Oregon.

Melissa Ballard

Melissa Ballard ([email protected]) is communications and community manager at the Center for Advancement of Informal Science Education in Washington, DC.