{"title":"Postsecondary Underrepresented Minority STEM Students’ Perceptions of Their Science Identity","authors":"Schetema Nealy, M. Orgill","doi":"10.7709/jnegroeducation.88.3.0249","DOIUrl":null,"url":null,"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.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"50 2","pages":"249 - 268"},"PeriodicalIF":0.0000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of Negro Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7709/jnegroeducation.88.3.0249","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
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.
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.
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