Motion sickness as metaphor: engaging with diversity in STEM.

Science, technology, engineering, and math (STEM) continue to work to increase the diversity of the fields, yet there are still significant historical and societal hurdles to be overcome before we reach full representation throughout STEM. The concept of science identity has become a point of interest in this process; it has been suggested that development of one's identity as a scientist is critical to persistence in the field. Metaphors that are rooted in bodily experience can provide a starting point to understand abstract concepts, including science identity and how we as STEM educators respond to increasing diversity within our fields. Given the history of STEM being predominantly populated by people who are white and male, disorientation or discomfort with increasing diversity is not unexpected, and many women and people of color report discrimination and marginalization as a part of their experience in STEM. Here I present a neuroscience-based metaphor that can serve as a starting point for understanding some of the potential disorientation or discomfort that we may experience as we engage with the increasing diversity of STEM and acknowledge this experience as a normal but temporary part of the process of growth and development as a field. I encourage the development and use of further discipline-based metaphors to enhance our discussion and understanding of this important work.

Upper-level inter-disciplinary microbiology CUREs increase student's scientific self-efficacy, scientific identity, and self-assessed skills.

Course-based undergraduate research experiences (CUREs) provide opportunities for undergraduate students to engage in authentic research and generally increase the participation rate of students in research. Students' participation in research has a positive impact on their science identity and self-efficacy, both of which can predict integration of students in Science, Technology, Engineering, and Math (STEM), especially for underrepresented students. The main goal of this study was to investigate instructor-initiated CUREs implemented as upper-level elective courses in the Biomedical Sciences major. We hypothesized that these CUREs would (i) have a positive impact on students' scientific identity and self-efficacy and (ii) result in gains in students' self-assessed skills in laboratory science, research, and science communication. We used Likert-type surveys developed by Estrada et al. (14) under the Tripartite Integration Model of Social Influence to measure scientific identity, self-efficacy, and scientific value orientation. When data from all CUREs were combined, our results indicate that students' self-efficacy and science identity significantly increased after completion. Students' self-assessment of research and lab-related skills was significantly higher after completion of the CUREs. We also observed that prior to participation in the CUREs, students' self-assessment of molecular and bioinformatic skills was low, when compared with microbiological skills. This may indicate strengths and gaps in our curriculum that could be explored further.

"Important Enough to Show the World": Using Authentic Research Opportunities and Micropublications to Build Students' Science Identities.

Primarily undergraduate institutions (PUI) often struggle to provide authentic research opportunities that culminate in peer-reviewed publications due to "recipe-driven" lab courses and the comprehensive body of work necessary for traditional scientific publication. However, the advent of short-form, single-figure "micropublications" has created novel opportunities for early-career scientists to make and publish authentic scientific contributions on a scale and in a timespan compatible with their training periods. The purpose of this qualitative case study is to explore the benefits accrued by eight undergraduate and master's students who participated in authentic, small-scale research projects and disseminated their work as coauthors of peer-reviewed micropublications at a PUI. In these interviews, students reported that through the process of conducting and publishing their research, they developed specific competencies: reading scientific literature, proposing experiments, and collecting/interpreting publication-worthy data. Further, they reported this process enabled them to identify as contributing members of the greater scientific community.

The impact of inclusive mentoring and identity work on self-efficacy in career advancement and career commitment among underrepresented early-career faculty and post-doctoral fellows.

Objective: Researchers from underrepresented groups leave research positions at a disproportionate rate. We aim to identify factors associated with self-efficacy in career advancement and career commitment among underrepresented post-doctoral fellows and early-career faculty. Methods: Building Up is a cluster-randomized trial with 25 academic health institutions. In September-October 2020, 219 Building Up participants completed the pre-intervention assessment, which included questions on demographics, science identity, mentoring, self-efficacy in career advancement (i.e., advancement is open to me, confidence in career progression, confidence in overcoming professional barriers), and career commitment (i.e., intent to continue research training or studying in a field related to biomedical sciences). Using logistic and multinomial logistic regression, we identified characteristics independently associated with self-efficacy in career advancement and career commitment. Results: The cohort is 80% female, 33% non-Hispanic/Latinx Black, and 34% Hispanic/Latinx. Having mentors that address diversity was significantly associated with the belief that advancement is open to them (OR = 1.7). Higher science identity (OR = 4.0) and having mentors that foster independence (OR = 1.8) were significantly associated with confidence in career progression. Higher science identity was also significantly associated with confidence in overcoming professional barriers (OR = 2.3) and intent to continue studying in a field related to biomedical sciences (OR = 3.3). Higher age (OR = 2.3) and higher science identity (OR = 4.2) were significantly associated with intent to continue research training. Discussion: Science identity and mentoring play key roles in self-efficacy in career advancement and career commitment. These factors may contribute to retention of underrepresented early-career biomedical researchers.

Exclosure (or what we risk losing).

This is a story of becoming. In this creative non-fiction essay, I share a case study of an informal science program for high school aged youth that took place over 5-weeks one summer in an urban park in Pittsburgh, PA, USA. I conducted observations, interviews, and artifact analysis to explore how youth environmental interest and identity developed through relational processes between human and more-than-human beings. As a participant-observer, I tried to focus my attention on learning about learning. But I kept getting pulled from my research to something bigger, something messier. In my essay, I reflect on what it meant for our small group to become naturalists together, juxtaposing the diversity of our human cultures/histories/languages/selves with the diversity of the park, from the soil to the tree canopy. I then draw intimate connections between the twin losses of biological and cultural diversity. By using narrative storytelling, I invite the reader to come on a journey with me through the story of my own ideas, the ideas of the youth and educators I worked with, and the story of the land itself.

"Important enough to show the world": Using Authentic Research Opportunities and Micropublications to Build Students' Science Identities.

Primarily undergraduate institutions (PUIs) often struggle to provide authentic research opportunities that culminate in peer-reviewed publications due to "recipe-driven" lab courses and the comprehensive body of work necessary for traditional scientific publication. However, the advent of short-form, single-figure "micropublications" has created novel opportunities for early-career scientists to make and publish authentic scientific contributions on a scale and in a timespan compatible with their training periods. The purpose of this qualitative case study is to explore the benefits accrued by eight undergraduate and master's students who participated in authentic, small-scale research projects and disseminated their work as coauthors of peer-reviewed micropublications at a PUI. In these interviews, students reported that through the process of conducting and publishing their research, they developed specific competencies: reading scientific literature, proposing experiments, and collecting/interpreting publication-worthy data. Further, they reported this process enabled them to identify as contributing members of the greater scientific community.

Undergraduate STEM Students' Science Communication Skills, Science Identity, and Science Self-Efficacy Influence Their Motivations and Behaviors in STEM Community Engagement.

While numerous studies have examined how scientists perceive doing public communication and engagement, there is limited research on undergraduate science, technology, engineering, and math (STEM) student attitudes toward these meaningful activities. Undergraduate students are more diverse than STEM faculty and may serve as boundary spanners in communities, so exploring their motivations and behaviors in STEM engagement is valuable. For scientists, confidence in communication skills is one driver of public engagement behavior. In this study, we utilized a survey to examine how undergraduate STEM students' science communication skills as well as their science identity and science self-efficacy may drive motivation and behaviors in STEM community engagement. Our findings revealed that STEM students are motivated to do community engagement but lack opportunities to actually do these behaviors. Regression analyses revealed that year in academic progression did not increase STEM students' attitudes and behaviors in community engagement. However, science communication skills, science identity, and science self-efficacy were all predictors of student motivation and behaviors in STEM community engagement. These findings suggest that universities should intentionally provide training in science communication, continue providing support for students developing science identity and self-efficacy, and develop opportunities for undergraduate STEM students to do science outreach and engagement activities.

Decline Is Not Inevitable: Changes in Science Identity during the Progression through a U.S. Middle School among Boys and Girls.

In the United States, science capital is important for navigating many aspects of life. Yet during middle school, science interest declines more for girls than boys. It is unclear, however, whether science identity also declines during the middle school years and if there are differences by gender. The authors advance prior research by modeling changes in science identity and associations with changes in identity-relevant characteristics using growth curve analyses on four waves of data from 760 middle school youth. For girls and boys, science identity changes over time; about 40 percent of the variance is within-person change, with the remainder explained by aggregate between-person differences. The associations of all identity-relevant characteristics with science identity are not significantly different for girls and boys, yet declines in average values of identity-relevant characteristics are larger for girls than boys.

Student perceptions of inclusive pedagogy in undergraduate STEM classrooms.

In university STEM classrooms, the incorporation of inclusive practices improves student performance, decreases disparities in the academic success of underrepresented students, and increases student retention and persistence in Science, Technology, Engineering, and Mathematics (STEM) programs. Inclusive pedagogical practices include effective instructional choices like active learning, providing rubrics, and other strategies that have been shown to support students from disadvantaged backgrounds. Additionally, explicitly inclusive practices such as addressing microaggressions and sharing pronouns can promote a sense of belonging for students. While a plethora of literature has shown these impacts and faculty have access to resources and training about inclusive pedagogy, we were interested in whether students are noticing these practices and how student identities impact their observations of instructional practices. We surveyed undergraduates (n = 74) from diverse STEM disciplines at a large land-grant university regarding their observation of 11 different inclusive pedagogical practices. Overall, students observed inclusive instructional practices more often than they observed explicitly diversity, equity, and inclusion (DEI)-related practices. For explicitly DEI-related practices, white students observed more practices than Students of Color. This suggests that more work needs to be done to train faculty in explicit DEI-related practices, especially with the goal of supporting Students of Color who have been historically excluded from STEM.

Preprint Peer Review Enhances Undergraduate Biology Students' Disciplinary Literacy and Sense of Belonging in STEM.

Education about scientific publishing and manuscript peer review is not universally provided in undergraduate science courses. Since peer review is integral to the scientific process and central to the identity of a scientist, we envision a paradigm shift where teaching peer review becomes integral to undergraduate science education. We hypothesize that teaching undergraduates how to peer review scientific manuscripts may facilitate their development of scientific literacy and identity formation. To this end, we developed a constructivist, service-learning curriculum for biology undergraduates to learn about the mechanisms of peer review using preprints and then to write and publish their own peer reviews of preprints as a way to authentically join the scientific community of practice. The curriculum was implemented as a semester-long intervention in one class and, in another class, as an embedded module intervention. Students' scientific literacy and peer review ability were assessed using quantitative methods. Student's perceptions of their scientific literacy and identity were assessed using thematic analysis of students' reflective writing. Here, we present data on the improvement in the peer review ability of undergraduates in both classes and data on the curriculum's interrelated impact on students' development of scientific literacy, identity, and belonging in peer and professional discourse spaces. These data suggest that undergraduates can and should be trained in peer review to foster the interrelated development of their scientific literacy, scientific identity, and sense of belonging in science.

Perseverance and consistency of interest in underrepresented post-doctoral fellows and early-career faculty.

Introduction: Underrepresented researchers face more challenges than their well-represented counterparts. Perseverance and consistency of interest are associated with career success in well-represented physicians. Therefore, we examined associations of perseverance and consistency of interest with Clinical Research Appraisal Inventory (CRAI), science identity, and other factors related to career success among underrepresented post-doctoral fellows and early-career faculty. Methods: This is a cross-sectional analysis of data collected from September to October 2020 among 224 underrepresented early-career researchers at 25 academic medical centers in the Building Up Trial. We used linear regression to test associations of perseverance and consistency of interest scores with CRAI, science identity, and effort/reward imbalance (ERI) scores. Results: The cohort is 80% female, 33% non-Hispanic Black, and 34% Hispanic. The median perseverance and consistency of interest scores were 3.8 (25th-75th percentile: 3.7,4.2) and 3.7 (25th-75th percentile: 3.2, 4.0), respectively. Higher perseverance was associated with a higher CRAI score (ß = 0.82; 95% CI = 0.30, 1.33, p = 0.002) and science identity (ß = 0.44; 95% CI = 0.19, 0.68, p = 0.001). Higher consistency of interest was associated with a higher CRAI score (ß = 0.60; 95% CI = 0.23, 0.96, p = 0.001) and higher science identity score (ß = 0.20; 95% CI = 0.03, 0.36, p = 0.02), while lower consistency of interest was associated with imbalance favoring effort (ß = -0.22; 95% CI = -0.33, -0.11, p = 0.001). Conclusions: We found that perseverance and consistency of interest are related to CRAI and science identity, indicating that these factors may positively influence one's decision to stay in research.

Cultural identity central to Native American persistence in science.

Native Americans are the least represented population in science fields. In recent years, undergraduate and graduate level summer research programs that aimed to increase the number of Native Americans in science have made some progress. As new programs are designed, key characteristics that address science self-efficacy and science identity and provide supports for Native American students' commitment to a scientific career should be considered. In this study, we used sequential mixed methods to investigate the potential of culturally tailored internship programs on Native American persistence in science. We analyzed surveys (n = 47) and interviews (n = 4) with Native American students to understand their perceptions of themselves in relation to science research and how summer research experiences might develop science identities. Based on regression modeling, science identity, but not science self-efficacy, predicted intent to persist in science. In turn, science self-efficacy and Native American identity predicted science identity, and this suggests cultural identity is central to Native American persistence in science. In interviews, students' comments reinforced these findings and shed light on students' reasoning about the kinds of science experiences they sought; specifically, they chose to participate in culturally tailored internships because these programs provided a sense of belonging to the scientific community that did not conflict with their cultural identities. Based on our analysis, we propose an Indigenous science internship model and recommend that agencies target funding for culturally tailored programs from high school through early-investigator levels as well as provide inclusive programmatic and mentoring guidelines.

Marginality in Inquiry-Based Science Learning Contexts: The Role of Exclusion Cascades.

Recent science education reforms have incorporated a range of Vygotskyan-inspired theories of learning, which has been conducive to studies of learners' participation in scientific practices. Yet, these theories vary in their emphasis on local sociocultural context's relationship to broader sociohistorical context as contributors to science learning, in some cases limiting these studies' ability to challenge adaptationist tendencies. The present study examined identity and motivation processes in an inquiry science context with the goal of better historicizing these processes by describing the phenomenon of exclusion cascades in relation to two backgrounded cultural-historical processes, alienation and the social division of labor. This microgenetic case study employed videorecorded observations of two small group collaborations in 7th grade inquiry science classrooms. Exclusion cascades involve a series of peer interactions inside the group that produce a marginal position for a given group member and exceed the grain size of an interactional turn. Analysis of exclusion cascades allowed the mutual constitution of competence and belonging to be observed, highlighting an interplay between academic and peer status hierarchies in group functioning. Theoretical and practical implications are discussed with a focus on how future work can challenge adaptationism in science education.

Pragmatic, Persistent, and Precarious: The Pathways of Three Minority Ethnic Women in STEM Higher Education.

Minority ethnic women are underrepresented in Science, Technology, Engineering, and Mathematics (STEM) higher education. Whilst existing studies, mostly in the US context, have provided valuable insights into racial and gender inequalities, there appears to be limited research in the UK. Through the lens of science identity, this article draws on qualitative data which was collected over three years, to appreciate how minority ethnic women develop their identity and belonging in STEM higher education, from the start to the end of their degrees. We present three case studies: (1) Nancy, a British East Asian Computer Science student, who appears pragmatic as she understands the extrinsic value of her degree, despite negative feelings and experiences; (2) Carol, a Black British Biomedical student, who can be seen as persistent, as supported by her intrinsic commitment to work in healthcare; and (3) Mawiya, a British Middle Eastern Mathematics student, whose experiences are somewhat precarious, because she must continuously negotiate her mathematics identity, which is often in question by herself and others. We discuss and compare the similarities and differences in the higher education pathways of these students. We also highlight the nuances of identity development and identity management, and consider multiple social inequalities for minority ethnic women. We conclude with a discussion of the implications of the findings for policy and practice.

Seeing Yourself as a Scientist: Increasing Science Identity Using Professional Development Modules Designed for Undergraduate Students.

As educators, we should not assume that students are progressing toward intended STEM careers simply because they have persisted and received a STEM degree. In addition to learning biology content and scientific skills, students need guidance in making optimal career choices. In this study, we present seven career development modules designed specifically to motivate students to consider their successes as scientists and to consider applying their biological knowledge and scientific skills to a range of biology careers. These modules highlight the value and the utility of a biology degree and are, therefore, designed to increase students' self-confidence as well as their science and biology identities. The career development modules presented here are easy to implement and, in our experience, encourage engagement and class discussions. Our analyses confirm that these modules collectively increase student science and biology identities, two predictors for entry into STEM careers.

An important component to investigating STEM persistence: the development and validation of the science identity (SciID) scale.

Background: Science, technology, engineering, and mathematics (STEM) influence almost every aspect of our daily lives. However, despite the high demand for STEM occupational talent, the STEM pipeline continues leaking, with less than one-sixth of high school students pursuing STEM majors and only 50% of entering STEM college majors matriculating into STEM fields. Science identity has been identified as the most powerful predictor of high school students pursuing an undergraduate STEM major as reported by Chang (Machine learning approach to predicting STEM college major choice, American Educational Research Association (AERA), San Francisco, 2020). Though the construct is gaining lots of attention, it remains largely ill-defined, not operationalized at the high school level, and not based upon traditional identity theory. The purpose of this study was to develop a valid and reliable instrument that measures high school students' science identity, the Science Identity (SciID) Scale. Results: Subject experts and a small group of high school students provided content validation for the proposed scale. Exploratory factor analysis revealed an optimal two-factor solution, reflecting the traditional two-dimensions of identity theory: Exploration and Commitment. Cronbach's alpha revealed good internal consistency for both factors. Finally, structural equation modeling confirmed the convergent validity of the instrument with the external variables of science achievement and science career interest. Furthermore, the divergent validity between science identity and science self-concept was also confirmed. Conclusions: Initial results indicate that the SciID Scale is a valid and reliable instrument that accurately measures a high school student's standing on this construct. The soundness of this instrument will enable policy makers and practitioners to design more effective intervention programs aimed at cultivating high school students' science identity.

A Mixed-Methods Study of a Poster Presentation Activity, Students' Science Identity, and Science Communication Self-Efficacy under Remote Teaching Conditions.

Disseminating and communicating scientific findings is an acknowledged part of the research experience, but few science programs include explicit undergraduate curricula for practicing oral science communication. Course-based undergraduate research experiences (CUREs) can provide opportunities for students to practice science communication, but few studies describe or assess authentic oral science communication activities within CUREs, and none do so under hybrid conditions. The existing literature lacks substantial evidence for how science communication activities impact students' science identity and science communication self-efficacy, specifically regarding research posters. To address this, we collected students' quantitative and qualitative perceptions of science identity and science communication self-efficacy in a hybrid CURE and collected students' qualitative perceptions of presenting their research remotely at a virtual poster symposium. We found that students' science identity and science communication self-efficacy improved significantly, as well as benefits and complaints about presenting research virtually, namely, reduced stress, a more comfortable atmosphere, but a murkier communication channel. Our results should prove valuable to educators interested in improving students' science identity and science communication self-efficacy, especially when limited to a virtual or hybrid format, as affective factors strongly impact students' persistence in science.

Addressing Foodborne Illness in Côte d'Ivoire: Connecting the Classroom to the Community through a Nonmajors Course-Based Undergraduate Research Experience.

The integration of course-based undergraduate research experiences (CUREs) into science, technology, engineering, and mathematics (STEM) laboratory curricula has provided new avenues to engage students at all levels in discovery-based learning. Empirical research demonstrates that CUREs have the potential to foster students' development of scientific process and reasoning skills, attitudes, motivations, and persistence in STEM. Yet, these outcomes are largely reported for studies conducted in the United States, Canada, Europe, and Australia. It therefore remains unclear to what extent CUREs are impactful for students enrolled in alternate international university contexts. To address this concern, we conducted a quasi-experimental mixed methods study to investigate the impact of a one-semester food microbiology and public health (FMPH) CURE on nonmajors students' development of science identity, science communication and process skills, science community values, and science-society perceptions at a private institution in Côte d'Ivoire, West Africa. Content analysis of students' end-of-semester research poster products and thematic analysis of student responses to post-semester open-ended survey items revealed positive gains with respect to student learning and student perceptions of the relevancy of their research to diverse audiences. Paired t-test analyses of pre-/post-semester closed-ended survey responses likewise indicated significant gains in students' science identity and science community values development as well as their confidence in handling and treating foods to reduce the bacterial load on those foods. Collectively, these findings suggest that the FMPH CURE was a meaningful and relevant learning experience capable of promoting students' growth as scientists and scientifically-minded citizens.

Creating cultural refugia to transform the boundaries of science.

This paper is a reflection on Bobby Habig, Preeti Gupta, and Jennifer Adams' article Disrupting deficit narratives in informal science education: Amplifying community cultural wealth theory to youth learning and engagement. The article examines the significance of community cultural capital and the need for informal STEM institutions to engage more deliberately with the knowledge and lived experiences that youth bring to programs they participate in. In my response, I question whether the informal science institution of study had changed in response to these young people. As a 'science insider,' I explore how research experiences in informal science education institutions such as museums are tightly bounded by and connected with ancient European scientific practices that limit a deep embrace of community cultural wealth. If the aim is for youth to develop their science identities, then these informal science education institutions need to question what kind of science people they are asking youth to become. I consider how informal science education institutions might remake themselves as cultural refugia, where interrogation of the dominant Eurocentric norms of what science is can be challenged and transformed.

Este documento es una reflexión en torno al artículo de Bobby Habig, Preeti Gupta y Jennifer Adams, Disrupting deficit narratives in informal science education: Amplifying community cultural rote theory to youth learning and engagement. El artículo examina la importancia del capital cultural comunitario y la necesidad de que las instituciones informales de STEM se involucren de manera más deliberada con el conocimiento y las experiencias vividas que los jóvenes aportan a los programas en los que participan. En mi análisis, me pregunto si la institución de ciencia informal que estudio ha cambiado en respuesta a estos jóvenes. Como "conocedora de la ciencia," exploro cómo las experiencias de investigación en las instituciones educativas científicas informales están estrechamente vinculadas a antiguas prácticas científicas europeas que limitan una aceptación profunda de la riqueza cultural de la comunidad. Si el objetivo es que los jóvenes desarrollen sus identidades científicas, entonces estas instituciones educativas científicas informales deben preguntarse en qué tipo de personas científicas esperan convertir a los jóvenes. Finalmente, considero cómo las instituciones educativas científicas informales podrían transformarse en refugias culturales, donde las normas eurocéntricas dominantes de lo que es la ciencia pueden ser cuestionadas, desafiadas y transformadas.

Enhancing place-based learning progression through epistemic agency: a response to toward a hypothetical place-based learning progression for haze pollution in the northern region of Thailand.

Luecha Ladachart, Manus Poothawee, and Ladapa Ladachart take a unique approach in their study entitled, "Toward a hypothetical place-based learning progression for haze pollution in the northern region of Thailand," whereby they frame acquiring disciplinary knowledge within a place-based learning progression in response to regional issues related to air pollution. From this study, the authors created a proposed learning progression that was designed to facilitate an understanding of the cause and effect of haze pollution as it relates to anthropogenic issues, geographical location, and seasonal patterns distinctly for the northern region of Thailand. The purpose of this response article is to discuss the design of Ladachart, Poothawee, and Ladachart's (2020) place-based learning progressions and to facilitate a discussion on enhancing place-based learning progressions through the development of identity, self-efficacy, and epistemic agency. Lastly, we will reflect on our research in the Mississippi Delta (USA) to engage a discussion on how anchoring learning progressions across epistemological dimensions enables students to advance cognitively and developmentally while experiencing the personal and social transformation that positions them as epistemic agents within their local communities.