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Identity Salience and Field-Course Engagement: From Deficits to Assets.

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Summary
This summary is machine-generated.

Field courses can exclude underrepresented students. Understanding how student identities impact engagement is key to making these high-impact STEM practices inclusive for all learners.

Keywords:
asset‐based pedagogyconcealable stigmatized identitiesfield courseshidden identitiesidentity salienceinclusioninclusive pedagogy

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Area of Science:

  • STEM Education
  • Higher Education Pedagogy
  • Diversity and Inclusion in Science

Background:

  • Field courses are high-impact educational practices in Science, Technology, Engineering, and Mathematics (STEM).
  • These experiences often disproportionately engage students from privileged backgrounds, raising concerns about equity.
  • Investigating student experiences is crucial to address inequities in STEM.

Purpose of the Study:

  • To explore how student identities influence engagement in graduate-level international field courses.
  • To identify how visible and hidden identities act as promoters or barriers to participation.
  • To inform pedagogical practices for more inclusive field courses.

Main Methods:

  • Conducted a series of interviews with students in an international, graduate-level field course.
  • Analyzed student reflections on the salience of their identities in the field-course context.
  • Examined how course interactions intersected with student identities.

Main Results:

  • Student identities, both visible and hidden, significantly impacted their engagement.
  • Interactions within the course context were perceived as either positive or negative based on identity.
  • The interview process itself emerged as a potential pedagogical intervention for promoting inclusion.

Conclusions:

  • Understanding the interplay between student identities and course practices is essential for inclusive STEM education.
  • Pedagogical interventions, such as structured reflection, can help mitigate barriers to engagement.
  • Best practices for field courses should prioritize diversity, equity, and inclusion for all students.