Identity, as a theoretical construct, has for decades been gaining attention in educational research in various contexts. In the context of science, technology, engineering, and mathematics (STEM) education, STEM identity enhances the possibility of students choosing and pursuing STEM-related careers. To facilitate students’ STEM identity, it is crucial that they are recognized as STEM persons by both themselves and other individuals (e.g. family members, teachers, and friends). Yet, research comparing such recognition as students perceive it from different kinds of people is scarce. This study thus examines 62 Thai eighth-grade students’ self- and social recognition in STEM before and after their engagement in design-based learning. Data were collected using a Likert-scale questionnaire and analyzed using descriptive and inferential statistics (i.e. the Friedman, Mann–Whitney U, and Wilcoxon signed-rank tests). The results of both measurements reveal that students’ recognition as STEM persons, regardless of the source, was less than half of the full score. Their self-recognition was highest, while social recognition from friends was lowest. There were no gender differences in such self- and social recognition. Design-based learning did not significantly improve the students’ self- and social recognition, with the exception of girls’ perceived recognition from teachers. Although this study did not directly involve family members in design-based learning, its results tend to suggest that family members’ recognition was closest to the students’ self-recognition. Thus, further research is needed to find ways to foster students’ self- and social recognition in STEM.
Ladachart et al. (Fri,) studied this question.