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Evidence for Professional Conceptualization in Science as an Important Component of Science Identity

Ariana S. Huffmyer

*Address correspondence to: Ariana S. Huffmyer (E-mail Address: [email protected]).

Hawai‘i Institute of Marine Biology, University of Hawai‘i at Mānoa, Kāne‘ohe, HI 96744

Department of Biological Sciences, University of Rhode Island, Kingston, RI 02881

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Tara O’Neill

College of Education, University of Hawai‘i at Mānoa, Honolulu, HI 96822

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, and

Judith D. Lemus

Hawai‘i Institute of Marine Biology, University of Hawai‘i at Mānoa, Kāne‘ohe, HI 96744

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Stanley M. Lo, Monitoring Editor

Published Online:7 Oct 2022https://doi.org/10.1187/cbe.20-12-0280

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Abstract

Experience in research facilitates development of science identity and encourages undergraduate student persistence along the pathway to careers in science, technology, engineering, and math (STEM). Participation in authentic research can foster identity development by influencing a sense of belonging, recognition, interest, and performance and competence in science. We examine science identity in a group of five community college women in marine science during a 2-year study in which students participated in a research experience. We used interviews, surveys, identity artifacts, and significant circles before and after the research experience in a thematic analysis to explore identities and examine their intentions, interests, perspectives, and aspirations for a future career. Participation in research provided opportunities for students to gain conceptual understanding of themselves and their abilities in science as well as explore and clarify their professional interests. This work builds upon our current understanding by providing evidence that conceptualization of career trajectories and self as a science professional is an important component of identity. Exploring career options and developing professional conceptualization are critical components in science research experiences and warrants additional study to understand the role of professional conceptualization in shaping student trajectories in STEM.

Vol. 21, No. 4

December 01, 2022

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History

Submitted: 8 December 2020

Revised: 8 August 2022

Accepted: 15 September 2022

Information

© 2022 A. S. Huffmyer et al. CBE—Life Sciences Education © 2022 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 4.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/4.0).

We dedicate this article to the life and legacy of our friend, Dr. Ruth Gates. We thank Dr. Gates for providing access to laboratory facilities for students involved in the research experience. We gratefully acknowledge the Coral Resilience Lab (legacy of Ruth Gates) for assisting students with their research projects and providing opportunities for students to learn and interact with scientists at the HIMB. We appreciate the assistance of community college advisors and course instructors for assisting with student recruitment for this study. Finally, thank you to the five community college students for participating in the research experience and sharing their perspectives. This work was supported by the National Science Foundation Graduate Research Fellowship under grant no. DGE1329626 awarded to A.S.H. and the HIMB Colonel Willys E. Lord, DVM and Sandina L. Lord Scholarship Fund awarded to A.S.H. This is HIMB contribution no. 1905 and University of Hawai‘i at Mānoa School of Ocean and Earth Science and Technology contribution no. 11577.

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