The Bright Future of Online Programming for Girls’ STEM Identity Development
Bibliographic Data
| ID | 22044283 |
|---|---|
| Authors | Roxanne Hughes (0000-0002-6383-1341, Florida State University), R Edmé Domínguez (0009-0001-4389-4791, Florida State University), Kata Lucas (0009-0004-6086-1731, Girls Incorporated), Sharon Ndubuisi (0009-0006-9277-5824, Florida State University), Brenda Britsch (0009-0003-9933-4931, Girls Incorporated), Sheri Levinsky-Raskin (0000-0002-6409-1314, Palm Beach Neurology), Abi Olukeye (0000-0003-2309-5906, Girls Incorporated), Amanda Sullivan (0000-0002-0143-1641, Girls Incorporated), Khadija Zogheib (0009-0000-2003-4257, Florida State University) |
| Year | 2026 |
| Volume | 16 |
| Issue | 1 |
| Pages | 98 |
| Publication date | 2026-01-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16010098 |
| OpenAlex | W7119473655 |
| Language | EN |
| References cited | 34 |
Informal STEM education programs (ISEs) can be a successful vehicle for addressing the underrepresentation of girls in STEM by expanding their views of what constitutes science and debunking stereotypes related to who succeeds in STEM careers. Research has demonstrated how in-person ISEs provide opportunities for girls to engage in hands-on, authentic science experiences, interact with diverse women role models, and understand the real-world application of STEM to improve their STEM identity development (i.e., STEM competence, performance, self and external recognition, and sense of belonging within STEM). But few studies have focused on STEM identity development in online spaces. Our study addresses this gap through a mixed methods study that investigates how an online program (Brite), held in 2023, influenced the STEM identities of the participating girls. Our results highlight the aspects of the online program that improved the STEM identity for participants as well as lessons learned for future programs. The influential programmatic pieces were role model interactions and the supportive Brite community that included program educators, the other girls, and the Brite facilitators, which helped girls feel inspired and motivated to continue along their STEM identity trajectories
Community of practice · Identity formation · Online community · Online discussion · Online identity · Stem cell · Career Development and Diversity · Science Education and Pedagogy · Science Education and Perceptions
Desiring a career in STEM‐related fields
The nature of science identity and its role as the driver of student choices
Becoming (less) scientific: A longitudinal study of students' identity work from elementary to middle school science
Black girls speak STEM
How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers
Computing whether she belongs
(Un)Hidden Figures
“Balancing acts''
Does the number of response options matter? Psychometric perspectives using personality questionnaire data.
Taught in the Matrix
Participation in structured STEM‐focused out‐of‐school time programs in secondary school
The role of recognition in disciplinary identity for girls
Constructing STEM identity
“It is what it is”
Resilience is not enough for Black women in STEM
Factorial and Criterion Validity of Scores of a Measure of Belonging in Youth Development Programs
Black Girls and School Discipline
Stuck in the Middle
Crafting a Future in Science
The “Exceptional” Physics Girl
From the Achievement Gap to the Education Debt
Understanding the science experiences of successful women of color
Situated Learning
| Highly cited | No |
|---|