possible future selves

ENA contrasted how students and alumni connected possible future STEM selves

Yiyun Kate Fan, Amanda Barany, Aroutis Foster

International Journal of STEM Education

How current students and alumni in a STEM minority participation program connected identity themes while imagining future roles. Students connected action-taking with less-certain possible STEM roles, whereas alumni integrated a broader and more holistic set of identity facets when describing their futures. The cross-sectional student–alumni comparison, small program-linked samples, and interview design cannot establish individual developmental change or a causal program effect.

確認済みの論文要約は現在英語で提供しています。