Belonging as a potential mechanism for the development of STEM possible selves: Exploring the impact of a possible selves intervention for undergraduate students of color majoring in STEM fields
Location
Boston 1
Session Format
Presentation
Abstract
Lane (2016) argues that, though there is a growing body of scholarship exploring STEM retention programs, it is less well-known why these programs can contribute to retaining students in STEM degrees. As well, she posits that qualitative research can make a unique contribution to addressing this problem. Finally, studies like Tomasko et al. (2016) exploring outcomes from a STEM intervention program show that a sense of belonging is vital to STEM retention efforts. Using focus group interviews with undergraduate students of color currently participating in a possible selves intervention designed to graduate students of color in STEM degree pathways, initial findings indicate that program components designed to develop and sustain a possible self in a STEM career contributed to and were influenced by a sense of belonging. Theoretical implications of these findings point to the role future selves can play in sustaining current identity development as a STEM professional.
Keywords
Possible selves, sense of belonging, STEM Intervention program
Professional Bio
Dr. Andrea Dawn Frazier is an educational psychologist, and she currently teaches educational research courses in the Department of Teacher Education, Leadership, and Counseling at Columbus State University. Her research interests encompass the educative experience of students of color and girls, with recent work exploring possible selves as a pathway to STEM degree attainment for underrepresented students. She co-edited “Special Populations in Gifted Education: Understanding Our Most Able Students from Diverse Backgrounds” with Dr. Jaime Castellano. Along with her work as a faculty member and researcher, she currently serves as the Possible Selves Coordinator with the LSAMP program.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Frazier, Andrea Dawn, "Belonging as a potential mechanism for the development of STEM possible selves: Exploring the impact of a possible selves intervention for undergraduate students of color majoring in STEM fields" (2024). Georgia Educational Research Association Conference. 8.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/8
Belonging as a potential mechanism for the development of STEM possible selves: Exploring the impact of a possible selves intervention for undergraduate students of color majoring in STEM fields
Boston 1
Lane (2016) argues that, though there is a growing body of scholarship exploring STEM retention programs, it is less well-known why these programs can contribute to retaining students in STEM degrees. As well, she posits that qualitative research can make a unique contribution to addressing this problem. Finally, studies like Tomasko et al. (2016) exploring outcomes from a STEM intervention program show that a sense of belonging is vital to STEM retention efforts. Using focus group interviews with undergraduate students of color currently participating in a possible selves intervention designed to graduate students of color in STEM degree pathways, initial findings indicate that program components designed to develop and sustain a possible self in a STEM career contributed to and were influenced by a sense of belonging. Theoretical implications of these findings point to the role future selves can play in sustaining current identity development as a STEM professional.
