Content area
Abstract
Identity and self-efficacy play a role in understanding how students commit to entering science, technology, engineering, and math (STEM) careers. Since there is such a small percentage of underrepresented students in STEM fields, a shift needs to occur in order to encourage and motivate underrepresented students to commit to STEM. The purpose of this study was to observe two male students from differing cultural backgrounds in a bioscience class, and how their scientific identity and self-efficacy determined career goals. Through non-traditional classrooms such as project-based learning (PBL) classes, students are able to gain a better understanding of science. PBL classes, such as the bioscience class these students participated in, immerse students in research, foster relationships with professionals and peers, and provide a community to students that cannot be given elsewhere. As a result, the Caucasian student, with a strong STEM background and interest in going into a STEM field, displayed little to no further formation of scientific identity. The Native American student, however, entered the class interested in a STEM field, yet was given the opportunity to experience and observe a variety of STEM fields, forming a scientific identity, therefore causing him to pursue more STEM opportunities and fields. Because of the rigorous, student-centered environment this bioscience class provides, along with the community partnerships and mentorships, helps students develop a positive STEM identity and increased STEM self-efficacy, which motivates students to pursue STEM related fields.
