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December 4, 2025Journal for STEM Education ResearchOpen Access

The Complex STEM Identity Development of Middle School Girls in a Culturally Infused Afterschool Program

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Authors

TMTracey McGee

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Overview

Qualitative analysis shows cultural norms impact identity among adolescent girls in STEM-focused learning environments.

Key Points

  • Identity development as a STEM person varies greatly among adolescent girls in afterschool programs, influenced by cultural norms.
  • Findings suggest that engagement with STEM may not be as significant as the actions and behaviors exhibited in learning environments.
  • This observational analysis highlights the significance of culturally infused educational settings for supporting STEM identity development.
  • Results indicate implications for enhancing girls' persistence in STEM fields through improved program structures.

Cite This Study

Tracey McGee (2025) studied this question.

synapsesocial.com/papers/6930e8b6ea1aef094cca2f07https://doi.org/10.1007/s41979-025-00162-3
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