Towards Defining STEM Professional Identity: A Qualitative Survey Study
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Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s41979-024-00131-2.pdf
Reference74 articles.
1. Archer, L., Dewitt, J., & Osborne, J. (2015). Is science for us? Black students’ and parents’ views of science and science careers. Science Education, 99(2), 199–237. https://doi.org/10.1002/sce.21146
2. Atkins, K., Dougan, B. M., Dromgold-Sermen, M. S., Potter, H., Sathy, V., & Panter, A. T. (2020). “Looking at myself in the future”: How mentoring shapes scientific identity for STEM students from underrepresented groups. International Journal of STEM Education, 7(1), 42–42. https://doi.org/10.1186/s40594-020-00242-3
3. Avraamidou, L. (2019). Stories we live, identities we build: How are elementary teachers’ science identities shaped by their lived experiences? Cultural Studies of Science Education, 14(1), 33–59. https://doi.org/10.1007/s11422-017-9855-8
4. Avraamidou, L. (2020). “I am a young immigrant woman doing physics and on top of that I am Muslim”: Identities, intersections, and negotiations. Journal of Research in Science Teaching, 57(3), 311–341. https://doi.org/10.1002/tea.21593
5. Bahr, T., Brändle, M., & Zinn, B. (2024). STEM career choices for K–12 students and the influencing factors—A comparison of students in different support programs. Journal for STEM Education Research. https://doi.org/10.1007/s41979-024-00129-w
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