@article{74e89e2968cc413788ba12004e5d989c,
title = "Stem roles: How students{\textquoteright} ontological perspectives facilitate stem identities",
abstract = "Educational researchers have explored the importance of performance, recognition, and interest in establishing and maintaining a STEM identity. Research has also demonstrated that the ways students describe themselves and how they participate in STEM communities can provide insight into their role identity salience; however, there has been little work to explore the ontological beliefs of students about STEM people and how this influences their ability to see themselves as possessing a STEM identity. This research explores the ontological beliefs of high school students, with specific attention to the ways in which they describe what constitutes a math person, science person, physics person, or engineer and how these descriptions influence their ability to take on these role identities.",
keywords = "Identity, Ontology, STEM pathways",
author = "Dina Verd{\'i}n and Allison Godwin and Monique Ross",
note = "Funding Information: The data for this study came from 17 student interviews at two different high schools, one in the Midwest and one in the Mountain Region, as a part of the Sustainability and Gender in Engineering (SaGE) project (NSF grant number 1036617). The focus of the larger study was to investigate how sustainability topics in high school science classrooms might provide connections between engineering as a potential career option and making a positive impact in the world, especially for female students. As a part of the larger study, a nationally representative paper-and-pencil survey measuring students{\textquoteright} career intentions, sustainability attitudes, mathematics and physics identities, demographic information, and the name of their high school and high school science teachers was collected from 6,772 students at fifty 2-and 4-year institutions across the US. The students in the sample were enrolled in required general education English courses to gain a representative sample of both STEM and non-STEM students. These students retrospectively reported their experiences in their last chemistry, biology, and physics courses in high school. Publisher Copyright: {\textcopyright} 2018, Purdue University Press. All rights reserved.",
year = "2018",
doi = "10.7771/2157-9288.1167",
language = "English (US)",
volume = "8",
pages = "31--48",
journal = "Journal of Pre-College Engineering Education Research",
issn = "2157-9288",
publisher = "Purdue University Press",
number = "2",
}