자료유형  

 학위논문

Control Number  

0016935844

International Standard Book Number  

9798380596800

Dewey Decimal Classification Number  

370

Main Entry-Personal Name  

Redick, Sarah Kathleen.

Publication, Distribution, etc. (Imprint  

[S.l.] : The Ohio State University., 2023

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2023

Physical Description  

1 online resource(251 p.)

General Note  

Source: Dissertations Abstracts International, Volume: 85-04, Section: A.

General Note  

Advisor: Pierson, Ashlyn;Chao, Theodore.

Dissertation Note  

Thesis (Ph.D.)--The Ohio State University, 2023.

Restrictions on Access Note  

This item must not be sold to any third party vendors.

Summary, Etc.  

요약Solving some of the greatest problems facing humanity - pandemics, climate change, access to clean water - will depend on a diverse STEM workforce creating socially just solutions. Thus, there is a need to broaden participation in STEM to bring diverse perspectives to bear on these complex problems. Broadening STEM participation relies on understanding how students identify with and envision futures in STEM. Middle school represents a critical time for students' identity development, and therefore, for their potential career exploration. In order to better understand the influence of identity and possible selves on middle school students' career exploration, this study examined middle school students' experiences of a STEM career exploration event and explored how students expressed their STEM identities and STEM possible selves in this context. I conducted a multiple case study, with data collection consisting of semi-structured and photo elicited interviews, surveys, classroom observations, and student-created videos. The findings of this study revealed that students leveraged personal interests and learning preferences to engage in STEM Career Day participatory structures. Students expressed STEM identities and possible selves that intersected with their ideas about STEM people and salient factors of whole-person identities. Notably, social identities were often overlooked or disregarded by students. This social identity colorblindness was identified as an area of future study because of the large body of prior research that indicates the significance of social identities in STEM. Implications drawn from these findings point to the importance of offering students active roles in designing, participating in, and reflecting on STEM career exploration events. Additionally, drawing on students' ideas about identities presents opportunities to support their expressions of and connections to their personal STEM identities and possible selves. Finally, researchers and educators should consider engaging students throughout the STEM career exploration event process in order to create more inclusive experiences that nurture and broaden students' ideas about possible selves in STEM.

Subject Added Entry-Topical Term  

Science education.

Subject Added Entry-Topical Term  

Middle school education.

Subject Added Entry-Topical Term  

Education.

Index Term-Uncontrolled  

Middle school

Index Term-Uncontrolled  

Career exploration

Index Term-Uncontrolled  

STEM identity

Index Term-Uncontrolled  

Possible selves

Added Entry-Corporate Name  

The Ohio State University EDU Teaching and Learning

Host Item Entry  

Dissertations Abstracts International. 85-04A.

Host Item Entry  

Dissertation Abstract International

Electronic Location and Access  

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Control Number  

joongbu:641493