Am I a STEM professional? Documenting STEM student professional identity development
Bibliographic Data
| ID | 4098347 |
|---|---|
| Authors | Louis S Nadelson (0000-0002-6007-6555, Utah State University, corresponding author), Sharon Paterson Mcguire (Boise State University), Kirsten A Davis (0000-0002-9929-5587, Boise State University), Arvin Farid (0000-0002-2832-3819, Boise State University), Kimberly K Hardy (Boise State University), Yu-Chang Hsu, Yu‐Chang Hsu (0000-0002-6373-2052, Boise State University), Uwe Kaiser (Boise State University), Rajesh Nagarajan (0000-0001-5548-9972, Boise State University), Sasha Wang (Boise State University) |
| Year | 2015 |
| Volume | 42 |
| Issue | 4 |
| Pages | 1-20 |
| Publication date | 2015-07-30 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2015.1070819 |
| OpenAlex | W2160151969 |
| Language | EN |
| Citations received | 19 |
| References cited | 34 |
Post-secondary education is expected to substantially contribute to the cognitive growth and professional achievement of students studying science, technology, engineering, and mathematics (STEM). Yet, there is limited understanding of how students studying STEM develop a professional identity. We used the lens of self-authorship to develop a model for STEM student professional identity development. We applied the model to frame our assessment of the relationship between the level of STEM students’ perceptions of their professional identities and their educational experiences, learning preferences, and comfort with faculty interactions. We found a misalignment between students’ perception of themselves as professionals and the expectations for their actions in professional situations. We also found that students engaged in learning activities similar to the activities of STEM professionals communicated higher levels of professional identity development. We provide implications for our research and directions for ongoing investigations
Higher education · Mathematics education · Medical education · Pedagogy · Perception · Political science · Professional development · Professional studies · Educational Strategies and Epistemologies · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Medicine · Psychology
The Development of Teacher Burnout and the Effects of Resource Factors
Professional identity formation in contemporary higher education students
Linking undergraduate professional identity development in engineering to major embeddedness and persistence
Developing pre-professional identity in undergraduates through work-integrated learning
Breaking Barriers to Unleash STEM Futures by Empowering Girls Through Mentorship in Summer Camps
Authorship Not Taught and Not Caught in Undergraduate Research Experiences at a Research University
Professional identity, perceived stress, and emotion regulation in relation to problematic short-form video use among vocational college students
Socialization and resocialization in STEM doctoral education
Navigating liminal spaces
From classroom to career
Employer perspectives on professional identity and its role in graduate recruitment
Programmatic assessment
Bridging the gender gap in mathematics
STEM Identities
Manifestations of professional identity work
Identifying differences in STEM self-efficacy, sense of belonging, and STEM professional identity statuses among diverse learners
How the Bologna reform influenced learning outcomes
Chilly Climates, Balancing Acts, and Shifting Pathways
Placement experiences as identity work
Communities of Practice
Benefits of Undergraduate Research Experiences
Enterprise Discourse, Professional Identity and the Organizational Control of Hospital Clinicians
Constructing Professional Identity
Narratives of practice and the construction of identity in teaching
Reframing Professional Development Through Understanding Authentic Professional Learning
Common method biases in behavioral research
How college affects students
The Qualitative Researcher's Companion
Provisional Selves
Professional identity development
Identity development from adolescence to adulthood
Teachers’ perceptions of professional identity
Reconsidering research on teachers’ professional identity
The personal and professional selves of teachers
Naturalistic inquiry
Becoming a scientist
Teacher professional identity
Beyond knowledge and skills
Younger academics' constructions of 'authenticity', 'success' and professional identity
| Unique citing works | 19 |
|---|---|
| Citations per year | 2,11 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |