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CC BY V4.0, Open Access
Dissertation
EXPLORING THE DEVELOPMENT OF PRODUCTIVE STEM IDENTITY IN UNDERREPRESENTED MINORITIZED STUDENTS IN AN APPLIED MATHEMATICS CLASS CONTEXT
Washington State University
Doctor of Philosophy (PhD), Washington State University
05/2025
DOI:
https://doi.org/10.7273/000007376
Abstract
This mixed methods research study analyzed the development of student STEM identity in underrepresented/minoritized (URM) high school mathematics students by effective identity-building strategies implemented in the context of integrated STEM instruction (Civil, 2016). As a teacher-researcher, I identified student changes in three traits associated with productive STEM identity: agency, belongingness, and self-efficacy (Cobb, et al., 2009; Brickhouse & Potter, 2001; Carlone & Johnson, 2007). Using a funds of knowledge approach, I re-envisioned STEM learning as a cultural process that embraced relevant and authentic contexts provided by my students (Civil, 2016). Over the course of a school year, I collected and analyzed data from a demographically diverse class including surveys, student reflections, student interviews, artifacts, and journal entries. Results showed that embedding student-informed STEM activities in a mathematics course can promote productive STEM identity development in URM students. My study concluded that my instructional approach and architecture contributed to the productive development of student STEM identity and positively affected student engagement with and awareness of mathematical concepts in authentic applications.
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Details
- Title
- EXPLORING THE DEVELOPMENT OF PRODUCTIVE STEM IDENTITY IN UNDERREPRESENTED MINORITIZED STUDENTS IN AN APPLIED MATHEMATICS CLASS CONTEXT
- Creators
- Michele Mahady Haberlach
- Contributors
- David Slavit (Chair)Molly Kelton (Committee Member)Kristin Lesseig (Committee Member)Gisela Earnst-Slavit (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Teaching and Learning
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 198
- Identifiers
- 99901220327901842
- Language
- English
- Resource Type
- Dissertation