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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.