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Young people's tech identity performances: why materiality matters
Spela Godec1, Uma Patel1, Louise Archer1
1Department of Education, Practice and Society, UCL Institute of Education, University College London, 20 Bedford Way, London, WC1H 0AL UK.
International Journal of STEM Education
|October 22, 2020
Summary
Materiality in physical and digital spaces significantly shapes science, technology, engineering, and mathematics (STEM) identities. Understanding these material influences offers richer insights into identity performances and promotes equitable research practices.
Area of Science:
- Science, Technology, Engineering, and Mathematics (STEM) Education
- Sociology of Education
- Digital Ethnography
Background:
- Identity is a key concept for understanding educational inequalities in STEM fields.
- Current STEM identity scholarship primarily focuses on spoken, written, and embodied dimensions of identity.
- This study expands the understanding of identity work by incorporating physical and digital 'materiality'.
Purpose of the Study:
- To examine how physical and digital materiality influence identity work in STEM.
- To move beyond traditional dimensions of identity performances in STEM scholarship.
- To explore the role of materiality in shaping 'tech identity' among young people.
Main Methods:
- A multimodal ethnographic study was conducted over one year with 36 young people aged 11-14.
- Data collection involved interviews, observations, and youth-created portfolios focused on STEM experiences.
- Case studies analyzed through Judith Butler's identity performativity and Karen Barad's intra-action.
Main Results:
- Materiality altered the understanding of tech identity performances.
- Digital spaces facilitated identity performances beyond physical bodies, enabling new forms of recognition.
- Identity performances across physical and digital spaces were constrained by material possibilities and gender norms.
- Technology-associated identity performances often aligned with dominant masculinities, potentially limiting accessibility for some youth.
Conclusions:
- Accounting for materiality in STEM identity research provides richer insights and more equitable research methods.
- Further support is needed to connect identity resources across informal, online, and formal educational spaces.
- Integrating materiality offers a more nuanced understanding of how young people develop STEM identities.
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