Genius culture: how we influence student identity in STEM
In Science, Technology, Engineering, and Mathematics (STEM) fields, identity and belonging are affected by how students view themselves as belonging in STEM or not. The movement to help students understand that anyone can be successful in STEM is an incredibly important one. However, how students co...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-06-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1159417/full |
| _version_ | 1827927725163151360 |
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| author | Larry L. Bowman Larry L. Bowman Larry L. Bowman |
| author_facet | Larry L. Bowman Larry L. Bowman Larry L. Bowman |
| author_sort | Larry L. Bowman |
| collection | DOAJ |
| description | In Science, Technology, Engineering, and Mathematics (STEM) fields, identity and belonging are affected by how students view themselves as belonging in STEM or not. The movement to help students understand that anyone can be successful in STEM is an incredibly important one. However, how students construct their identities within STEM is important for maintaining their engagement within STEM fields over time. If we condition students to expect positive feedback for having an aptitude in a STEM field early-on, what I deem genius culture, we risk helping these students develop resilience when faced with challenges. Although, if we tell students that everyone can succeed in STEM, we risk deflating students who are gifted or talented in STEM and equating growth/improvement as mastery, thereby discouraging inquiry. Moreover, as instructors, our own sense of STEM-self affects how we teach and reward our students for their successes. A more sustainable goal is to make students aware of their STEM-self and help students bolster their sense of belonging in STEM rather than acknowledging only their perceived successes or failures. |
| first_indexed | 2024-03-13T05:57:02Z |
| format | Article |
| id | doaj.art-8a1be40af84547238592b462a650845e |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-13T05:57:02Z |
| publishDate | 2023-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-8a1be40af84547238592b462a650845e2023-06-13T04:40:43ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-06-01810.3389/feduc.2023.11594171159417Genius culture: how we influence student identity in STEMLarry L. Bowman0Larry L. Bowman1Larry L. Bowman2Marine Institute, University of Georgia, Sapelo Island, GA, United StatesDepartment of Curriculum and Instruction, Clemmer College of Education and Human Development, East Tennessee State University, Johnson City, TN, United StatesPoorvu Center for Teaching and Learning, Yale University, New Haven, CT, United StatesIn Science, Technology, Engineering, and Mathematics (STEM) fields, identity and belonging are affected by how students view themselves as belonging in STEM or not. The movement to help students understand that anyone can be successful in STEM is an incredibly important one. However, how students construct their identities within STEM is important for maintaining their engagement within STEM fields over time. If we condition students to expect positive feedback for having an aptitude in a STEM field early-on, what I deem genius culture, we risk helping these students develop resilience when faced with challenges. Although, if we tell students that everyone can succeed in STEM, we risk deflating students who are gifted or talented in STEM and equating growth/improvement as mastery, thereby discouraging inquiry. Moreover, as instructors, our own sense of STEM-self affects how we teach and reward our students for their successes. A more sustainable goal is to make students aware of their STEM-self and help students bolster their sense of belonging in STEM rather than acknowledging only their perceived successes or failures.https://www.frontiersin.org/articles/10.3389/feduc.2023.1159417/fullmindset theoryimplicit theorySTEM identitySTEM educationgenius culture |
| spellingShingle | Larry L. Bowman Larry L. Bowman Larry L. Bowman Genius culture: how we influence student identity in STEM Frontiers in Education mindset theory implicit theory STEM identity STEM education genius culture |
| title | Genius culture: how we influence student identity in STEM |
| title_full | Genius culture: how we influence student identity in STEM |
| title_fullStr | Genius culture: how we influence student identity in STEM |
| title_full_unstemmed | Genius culture: how we influence student identity in STEM |
| title_short | Genius culture: how we influence student identity in STEM |
| title_sort | genius culture how we influence student identity in stem |
| topic | mindset theory implicit theory STEM identity STEM education genius culture |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1159417/full |
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