Exploring and Expanding Urban High School Students’ Science Identity
Design Research
A new science identity model is needed to understand students of underrepresented background’s experiences within science, technology, engineering, mathematics, and medicine/health sciences.
Client: Northwestern Medicine
Goal: To expand on Carole and Johnson’s science identity model to propose an updated model for understanding students’ experiences within science, technology, engineering, mathematics, and medicine/health contexts.
Solution: We focused on understanding the multiple contextual factors that contributed to the restructuring of students’ science experiences and reshaping of their science identity formation during high school.
Role: Design Researcher
Result: Our findings suggested that an integration of supports, resources, and opportunities lies at the core of what influences students’ science identities, which they revealed are inclusive of their science interest/passion, knowledge, participation, and achievements.
Links:
“HSTEP has helped alleviate my fear, overall. Both summer intensives [2018 and 2017], I learned that it is okay to make mistakes, it’s okay to participate, it’s okay to put yourself out there. I think this motivated me to actually want to do more, and it has shown me that there are things bigger than myself, in that I have to try hard so that I can be a meaningful contribution to society. Because it is not just about me, but it is about others who are out there as well, who may need help.”
— Jack, Participant (Pseudonym)
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Expanding Carole & Johnson Science Identity Model
Carole & Johnson Science Identity Model
My Reflections
Human-centered designers inevitably advocate for sustainability.
Human-centered design ensures science identity models are effective, inclusive, and aligned with individuals’ needs, fostering a diverse and resilient scientific community. Throughout the entire process, this was present in the engagement with students, in the dissection of Carole and Johnson’s science identity model, and the proposal for the new science identity model. In the end, the proposal improved the sustainability of the model for the purpose of understanding these students’ experiences.