Examining the Effects of STEM Identity and Teaching Identity on Science and Mathematics Teaching Identity and Persistence in a Teaching Program
Article
Giles, I, Cook, N, Hazari, Z et al. (2023). Examining the Effects of STEM Identity and Teaching Identity on Science and Mathematics Teaching Identity and Persistence in a Teaching Program
. 52(5), 14-19. 10.1080/19434898.2023.12290243
Giles, I, Cook, N, Hazari, Z et al. (2023). Examining the Effects of STEM Identity and Teaching Identity on Science and Mathematics Teaching Identity and Persistence in a Teaching Program
. 52(5), 14-19. 10.1080/19434898.2023.12290243
In response to the demand for more STEM-certified teachers, identity has emerged as a theoretical lens for examining how candidates can be recruited into and retained in the teaching profession. This study explores the intersection between teaching identity and disciplinary identity as they relate to the development of a disciplinary teaching identity. Survey responses were collected from students in a teaching recruitment class for STEM majors, and regression models were developed to predict disciplinary teaching identity and program persistence. Findings from both models indicated that teaching identity is a strong predictor of both disciplinary teaching identity and program persistence, but disciplinary identity plays less of a role. These findings align with previous qualitative research on teacher identity development. Additionally, these findings highlight a need to engage STEM faculty in efforts to recruit students who strongly identify with STEM into the teaching profession.
