Date Available

5-12-2025

Year of Publication

2025

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

STEM Education

Faculty

Margaret Mohr-Schroeder

Faculty

Cindy Jong

Abstract

Understanding how high school students develop their STEM identities is essential for creating inclusive and engaging learning environments that foster persistence in STEM fields. This qualitative study explores the experiences of high school seniors in an engineering capstone course within a diverse Midwestern high school, utilizing video elicitation as the primary research method. Through video interviews, transcript reviews, and thumbnail selections, students provided firsthand insights into their evolving STEM identities, sense of belonging, and the factors influencing their persistence in engineering.

Findings reveal that social interactions, autonomy in learning, hands-on experiences, and real-world applications of engineering concepts shape students' STEM identities. Many students emphasized the importance of a supportive classroom environment, teacher involvement, and collaborative projects in fostering engagement and self-confidence. However, varying levels of participation in group work and the need for stronger representation and mentorship emerged as critical factors affecting students’ experiences.

This study highlights the significance of centering student voices in STEM education research, advocating for methodologies prioritizing student reflection and agency. By leveraging video elicitation, this research offers a deeper, student-driven perspective on identity development and belonging in STEM, providing insights that can inform curriculum design, teaching practices, and policies to improve retention and inclusivity in high school STEM programs.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2025.208

Download

Share

COinS