Fostering STEM Identity in Underrepresented Elementary Students: Integrating Robotics and Reflective Practice

Abstract STEM identity is a key factor in supporting the long-term engagement of underrepresented students in STEM fields. This study investigated STEM identity development among 22 underrepresented elementary students (grades 2–6), who participated in a Saturday robotics program on a university campus. Using a concurrent mixed-methods design, we collected data across two semesters through a single-item STEM identity scale and an adapted Best Possible Self (BPS) drawing activity. Quantitative findings showed significant growth in identity scores, particularly among students with extended participation. Thematic analysis revealed key contributing factors to identity development, including increased participation, improved skills, rising interest, and clearer future aspirations. Students’ BPS reflections offered insights into their evolving self-perceptions, ranging from initial uncertainty to confident STEM futures. By integrating hands-on robotics with reflective identity-building practices, this study provides a hybrid model for cultivating both external recognition and internal self-recognition in STEM identity. Implications for the design of inclusive STEM programs are discussed.