Developing student STEM Identity with We Share Solar

Thursday September 21st 2023

Welcome

Please share the following in the chat:�

• your name and preferred pronouns
• school and school location
• grade level and subject you teach
• what do you do in your classroom to acknowledge and include student identity?

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Land Acknowledgement

We are currently on unceded Lisjan Territory of Huchuin that is now known as Oakland, Berkeley, Alameda, Piedmont, Emeryville and Albany, California. The Confederated Villages of Lisjan are one of many Ohlone nations.

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Whose land are you on? Visit native-land.ca or google Native Land Digital.

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Visit https://sogoreate-landtrust.org/

Learning Objective and Agenda

Teachers will be able to use curriculum activities on our Thinkific learning platform in their classrooms

Agenda

1. What is STEM Identity?
2. Humanity’s relationship with the Sun
3. Multicultural Self and STEM Identity
4. Analyzing a STEM Identity
5. Additional activities

Norms

• Please use the chat for questions or comments
• When in breakout rooms please turn your camera on, if you can
• Step forward, step back
• Keep conversations student centered

Need help accessing �our curriculum? �Please stay on at the end!

What is STEM Identity?

STEM (science, technology, engineering, and mathematics) identity has been defined as the way people make “the concept of fitting in within STEM fields, specifically, the way individuals make ‘meaning of science experiences and how society structures possible meanings’” (Carlone and Johnson 2007, Hughes et al. 2013).

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People who have developed STEM identities can be described as those who “think about themselves as science learners and develop an identity as someone who knows about, uses, and sometimes contributes to science”

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How to foster the formation of STEM identity: studying diversity in an authentic learning environment

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Humanity’s Relationship with the Sun

Multicultural Self and STEM Identity

1. Which of your multicultural identities are you most proud of?
2. Which of your multicultural identities do you wish people knew more about?
3. Which of your multicultural identities do you have to explain to others the most often?
4. Which of your multicultural identities do you share with a lot of people? Which one do you share with the least people?
5. Which parts of your identity do you think are most likely to stay the same as you get older? Which do you think will change?
6. Which parts of your multicultural identities make you feel most at home in STEM classes at school? Which ones don’t?
7. How would you feel if someone ignored one of your multicultural identity bubbles?
8. Can you see how ignoring one of your identity bubbles could cause miscommunication? Can anyone give an example?
9. Do any of the parts of your identity make you more or less likely to be interested in following a STEM career?
10. How do you think your experience of life so far is different from older family members like your parents or grandparents?

Analyzing a STEM Identity

“When you think about someone who works in STEM, what do you picture?”

Additional activities