FOSTERING SCIENCE IDENTITIES IN UNDERREPRESENTED MINORITIES THROUGH OUTREACH PROGRAMS
Mike Lopez1, Noah Finkelstein2, Kathleen Hinko2, Simone Hyater-Adams2.
1University of California, San Diego, La Jolla, CA, 2University of Colorado Boulder, Boulder, CO.
The physics/science identity framework is well defined, and it has been demonstrated that robust science identities are linked to persistence in the sciences. However, it is unclear how students develop a science identity in relation to their racial identity. To address the underrepresentation of minorities in the sciences, particularly physics, this qualitative project studies how racialized identity resources from a physics outreach program can help youth develop science identities. The Partnerships for Informal Science Education in the Community (PISEC) program at the University of Colorado Boulder, currently runs an after-school program for K-8 schools for primarily underrepresented minority students. We transcribed focus group video interviews of 4th and 5th grade PISEC students and coded for key terms in the synthesized, racialized identity framework. Our preliminary findings include that all PISEC students express significant interest in science from material resources and feel recognized as science people by others in PISEC. We also demonstrated that the key science identity components and racialized identity resources are co-constructive. From this analysis, we also considered changes to data collection techniques to measure science identity growth in PISEC students. The racialized science identity framework is an effective tool in analyzing PISEC and improving its efforts in fostering science identities in underrepresented minorities.