The Influence of Instruction on Underrepresented Stem Leaders on Elementary Students’ Stem Identity and Perceptions of Stem

This action research study explored the influence of exposure to underrepresented STEM leaders on third-grade students’ STEM identity and their interest in STEM careers. Using an integrative STEM approach and guided by both Constructivist Learning Theory and Social Cognitive Career Theory, this convergent mixed methods study consisted of an eight-week intervention with lessons based on different STEM leaders and related activities each week. This eight-week period collected data through weekly researcher field notes, exit tickets and was prefaced and followed by a pre- and post-survey and pre- and post-interviews. Findings from the quantitative data, the Role Identity Survey in STEM (RIS-STEM; Paul et al., 2020), found no statistically significant difference from pre-post intervention within any of the four constructs that assess aspects of one’s identity (competence, interest, self-recognition, and recognition by others). Once converged with qualitative data (i.e. interviews, exit tickets, and researcher’s field notes), themes emerged highlighting student engagement, the importance of prior knowledge, student belief in oneself as a learner, and the importance of diversity. Results exemplified the importance of interest and enthusiasm for students’ perception of their STEM identity and future career aspirations but indicated a possible need for a longer study to find a statistically significant difference. Implications for findings, practice, limitations, and future research are discussed.