Postsecondary Underrepresented Minority STEM Students’ Perceptions of Their Science Identity

Q2 Social Sciences

The Journal of Negro Education Pub Date : 2022-01-01 DOI:10.7709/jnegroeducation.88.3.0249

Schetema Nealy, M. Orgill

引用次数: 4

Abstract

Abstract:In order to increase the access of underrepresented minority (URM) students to STEM careers, we need a better understanding of the students’ science identities—the ways they perceive themselves as being (or not being) scientists. Such knowledge can inform efforts to recruit and retain URM students in STEM. The authors asked postsecondary URM STEM students to describe the characteristics that they (1) have in common and (2) do not have in common with scientists, as well as experiences that made them feel like scientists. In this article, the authors present a composite of a URM STEM student’s science identity—the first of its kind—and discuss the implications of this perceived science identity for the recruitment and retention of URM STEM students.

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未被充分代表的高等教育少数族裔STEM学生对其科学身份的看法

摘要:为了增加未被充分代表的少数族裔(URM)学生进入STEM职业的机会，我们需要更好地了解学生的科学身份——他们认为自己是(或不是)科学家的方式。这些知识可以为在STEM中招募和留住URM学生的努力提供信息。作者要求高等教育的URM STEM学生描述他们与科学家的共同点和不同点，以及让他们觉得自己像科学家的经历。在这篇文章中，作者首次展示了URM STEM学生的科学身份组合，并讨论了这种感知到的科学身份对URM STEM学生的招聘和保留的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

The Journal of Negro Education Social Sciences-Anthropology

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： The Journal of Negro Education (JNE), a refereed scholarly periodical, was founded at Howard University in 1932 to fill the need for a scholarly journal that would identify and define the problems that characterized the education of Black people in the United States and elsewhere, provide a forum for analysis and solutions, and serve as a vehicle for sharing statistics and research on a national basis. JNE sustains a commitment to a threefold mission: first, to stimulate the collection and facilitate the dissemination of facts about the education of Black people; second, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people.