Ellie Hechter

Term

Fall 2024

Capstone

Thesis

Degree Name

MAED: NSEE

Primary Advisor/Dissertation Chair

Julia Reimer

Abstract

Asian(Americans) are considered overrepresented in science, technology, engineering, and mathematics (STEM), but disaggregating demographic data shows that Southeast Asian(Americans) are underrepresented, underrecognized, and actively marginalized in the STEM workforce and degrees. The falsely monolithic view of Asian(Americans) has resulted in Southeast Asian(Americans) being unaccounted for in equity and inclusion initiatives. To better understand how to support Southeast Asian(Americans) in STEM, this study focused on childhood science identity development. A weak science identity is a significant barrier that can affect a student’s engagement and persistence in STEM and can be affected by numerous psychological, institutional, social, and cultural experiences. This study answered the research question: How do East and Southeast Asian(American) scientists describe their childhood STEM experiences and their impact on their science identity? Participants identified as East or Southeast Asian(American), were 18-35 years old, grew up in the United States, and worked in or studied STEM. Nine participants completed an online survey with a Student Science Identity Questionnaire (to evaluate childhood science identity development in its dimensions of performance, recognition, competence, and interest) and open-ended questions (to learn about influential childhood STEM experiences). Only one Southeast Asian(American) participant was able to complete the second study method of a semi-structured interview for deeper exploration of their responses. t-Tests determined that there was no significant difference in average childhood science identity strength between East and Southeast Asian(American) participants. Further qualitative analysis showed that the number of positive and negative experiences reported were not correlated to a stronger or weaker science identity. The results of this study show that for both subgroups, interest was the most influential dimension in developing a strong science identity and was sparked in different formal, informal, and non-formal learning environments. Participants advocated for more childhood access to STEM opportunities and resources, especially those that center people of color, and for exposure to interdisciplinary STEM fields. Despite the lack of statistically significant results due to a small number of participants, this study adds to the literature of diverse Asian(American) STEM experiences that counter the monolithic and model minority viewpoints.

Keywords

Science, Asian(Americans), identity, equity

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Theses and Dissertations

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