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Area of Science:

  • STEM Education
  • Sociology of Science
  • Higher Education

Background:

  • Undergraduate research programs are crucial for developing scientist identities.
  • Theoretical frameworks include identity compatibility, interactionist approach, and intersectionality.
  • Programs should foster scientist identity alongside other personal and social identities.

Purpose of the Study:

  • To examine how students integrate scientist identity with other personal and social identities in an undergraduate research program.
  • To understand the role of reflection activities in this identity development process.
  • To explore the influence of program, university, and research community contexts on identity integration.

Main Methods:

  • Qualitative analysis of student reflection essays from a 2-year undergraduate research program.
  • Students engaged in reflection activities up to three times.
  • Grounded in theories of identity compatibility, interactionism, and intersectionality.

Main Results:

  • Students successfully integrated their scientist identity with pre-existing personal and social identities.
  • Participants developed qualitatively different selves that incorporated scientist identities.
  • Students recognized the importance of contextual factors (program, university, research community) in their identity development.
  • Initial feelings of incompatibility were overcome through integration.

Conclusions:

  • Undergraduate research programs can effectively support multifaceted identity development.
  • Integration of scientist identity with other identities leads to unique self-perceptions.
  • Contextual elements play a significant role in fostering inclusive research environments and identity development.