Science Identity Development: An Interactionist Approach

Edited by
Ann Kim, California State University, Long Beach, USA
Gale Sinatra, Rossier School of Education at the University of Southern California, USA

The focus of this Special Issue is the development of science identity within an environment. It highlights the role of educational psychology constructs, such as interest and belonging that ultimately inform students’ science identity development. The Special Issue consists of six articles: an introduction, four empirical papers investigating the psychological experiences of students in various science spaces with a focus on the interactions between the individual and the context, and a commentary that will be published soon.

^{Guest Editorial}
Science identity development: an interactionist approach

The Special Issue highlights the role of psychology constructs, such as interest and belonging that are deeply relevant and ultimately inform students' science identity development...

Ann Kim and Gale M. Sinatra

^{International Journal of STEM Education 2018 5:51
Published on: 30 November 2018}

 

^Research
Motivational factors in makerspaces: a mixed methods study of elementary school students’ situational interest, self-efficacy, and achievement emotions

The purpose of this study was to understand how elementary school students’ (grades 3–6) self-efficacy changed throughout the semester of a design-based makerspace course, and how these changes are associated with experiences of positive and negative achievement emotions... 

Vanessa W. Vongkulluksn, Ananya M. Matewos, Gale M. Sinatra and Julie A. Marsh

^{International Journal of STEM Education 2018 5:43
Published on: 30 November 2018}

^Research
The nature of science identity and its role as the driver of student choices

This study quantitatively investigated the nature of science identity in over 1300 seventh and ninth grade students from a range of urban US public schools using survey data on science identity, choice preferences, and optional science experiences...

Paulette Vincent-Ruz and Christian D. Schunn

^{International Journal of STEM Education 2018 5:48
Published on: 30 November 2018}

^Research
Research mentoring and scientist identity: insights from undergraduates and their mentors

Mentored research apprenticeships are a common feature of academic outreach programs that aim to promote diversity in science fields. The current study tests for links between three forms of mentoring (instrumental, socioemotional, and negative) and the degree to which undergraduates psychologically identify with science.

Rachael D. Robnett, Paul A. Nelson, Eileen L. Zurbriggen, Faye L. Zurbriggen, Faye J. Crobsy and Martin M. Chemers

^{International Journal of STEM Education 2018 5:41
Published: 30 November 2018}

^Research
The longitudinal effects of STEM identity and gender on flourishing and achievement in college physics

Drawing on social identity theory and positive psychology, this study investigated women’s responses to the social environment of physics classrooms. It also investigated STEM identity and gender disparities on academic achievement and flourishing in an undergraduate introductory physics course for STEM majors...

Viviane Seyranian, Alex Madva, Nicole Duong, Nina Abramzon, Yoi Tibbetts and Judith M Harackiewicz

^{International Journal of STEM Education 2018 5:40
Published: 30 November 2018}

^Commentary
Examining ways to meaningfully support students in STEM

In this commentary, major concepts are explored within and among four different research studies with implications regarding STEM or science identity. 

Lisa Martin-Hansen

^{International Journal of STEM Education 2018 5:53
Published: 20 December 2018}