Why Stem Fairs are so Important:

BIPOC STEM IDENTITY GROWTH ACTIVITY

1. Importance of Representation (“Seeing People Who Look Like Me”)

a. Role Models and STEM Identity

  • Role models from similar backgrounds have been shown to positively influence students’ sense of belonging and “possible selves” in STEM (Markus & Nurius, 1986).
  • When students see individuals who share aspects of their identity succeeding in STEM fields, they are more likely to envision themselves in those fields (Lockwood & Kunda, 1997; Zirkel, 2002).
  • This exposure helps counter stereotypes, fosters confidence, and helps underrepresented students develop a STEM identity (Carlone & Johnson, 2007).

b. Near-Peer Mentoring

  • Near-peer mentors (slightly older students or undergraduate/graduate-level mentors, often from similar backgrounds) have been documented to have powerful impacts on STEM self-efficacy (Tsui, 2007; Crisp & Cruz, 2009).
  • Students often find near-peer mentors more approachable, which demystifies the path to higher education and careers in STEM, especially when mentors look like them or share similar life experiences.

c. Impact of BIPOC Mentors

  • BIPOC mentors can help mitigate feelings of isolation that underrepresented students may experience in STEM programs (Byars-Winston, 2010; Ong, Wright, Espinosa, & Orfield, 2011).
  • Research specifically notes that underrepresented minority (URM) students who have older mentors from similar backgrounds have higher rates of persistence in STEM, linked partly to increased sense of belonging (Hurtado, Eagan, Tran, Newman, Chang, & Velasco, 2011).

2. Academic Champions and Support Structures

a. Definition and Role

  • Academic champions are educators, mentors, or program leaders who actively advocate for a student’s success, offering support, resources, and personalized encouragement (Stanton-Salazar, 2011).
  • Champions help students navigate institutional barriers, build networks, and identify with academic and professional communities of practice.

b. Positive Effects for BIPOC Students

  • Research shows that underrepresented students who have someone consistently affirm their capabilities and provide academic and emotional support are more likely to:
    • Persist in challenging STEM majors (Seymour & Hewitt, 1997).
    • Develop and maintain a strong science identity (Carlone & Johnson, 2007).
    • Envision themselves successfully completing a STEM degree and working in STEM professions (Museus, Palmer, Davis, & Maramba, 2011).

3. The Role of Informal STEM Exposure (e.g., Planetariums, Science Museums)

a. Informal Learning Environments

  • Informal science education settings—such as planetariums, science museums, after-school science clubs, and summer STEM camps—can spark or reinforce science interest. They allow students to explore STEM in interactive, hands-on ways (National Research Council, 2009).
  • Planetarium visits and other astronomy-related experiences have been shown to enhance not only content knowledge but also interest and positive attitudes toward science (Salmi, 1993; Plummer & Small, 2013).

b. Broadening Participation

  • Involvement in informal STEM programs correlates with an increased likelihood of pursuing STEM majors (Alexander, Chen, & Grumbach, 2009).
  • These experiences can be especially crucial for BIPOC students, who may have fewer opportunities for high-quality STEM experiences in formal school settings due to systemic inequities (NASEM, 2016).
  • Such programs often incorporate or highlight diverse scientists or incorporate culturally relevant pedagogies, further reinforcing “If I see it, I can be it” messages.

c. Encouraging STEM Identities

  • Informal experiences can validate students’ curiosity and strengthen their self-efficacy in science-related tasks (Bandura, 1997).
  • When combined with mentorship—especially mentorship by BIPOC educators, older students, or professionals—these experiences further reinforce a student’s STEM identity and sense of belonging (Aschbacher, Li, & Roth, 2010).

4. Example Studies and References

Below is a short list of studies and scholarly reviews that delve into these topics in more depth. Some specifically address BIPOC student experiences, mentorship, and informal science programs:

  1. Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218.

    • Explores how women of color develop science identities and the role of recognition by others.

  2. Zirkel, S. (2002). Is there a place for me? Role models and academic identity among White students and students of color. Teachers College Record, 104(2), 357–376.

    • Shows how role models who share racial/ethnic backgrounds can affect academic identity.

  3. Tsui, L. (2007). Effective strategies to increase diversity in STEM fields: A review of the research literature. Journal of Negro Education, 76(4), 555–581.

    • Reviews various strategies (including mentoring and exposure programs) that increase diversity in STEM.

  4. Byars-Winston, A. (2010). The Vocational Significance of Black Identity: Cultural Formulation Approach to Career Assessment and Career Counseling. Journal of Career Development, 37(1), 441–464.

    • Discusses culturally aware strategies and the significance of representation in career development.

  5. Hurtado, S., Eagan, M. K., Tran, M. C., Newman, C. B., Chang, M. J., & Velasco, P. (2011). “We do science here”: Underrepresented students’ interactions with faculty in different college contexts. Journal of Social Issues, 67(3), 553–579.

    • Examines how faculty and mentorship interactions affect retention and persistence in STEM for underrepresented students.

  6. Plummer, J. D., & Small, K. J. (2013). Informal science educators’ pedagogical choices and goals for learner engagement in planetariums. Astronomy Education Review, 12(1).

    • Focuses on the effect of planetarium experiences on learners’ interest and engagement.

  7. Seymour, E., & Hewitt, N. M. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press.

    • Landmark study on factors that lead to attrition from STEM majors, highlighting the importance of support and sense of belonging.

  8. National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. Washington, DC: National Academies Press.

    • Addresses how informal learning environments (museums, planetariums, science centers) enhance science engagement.

  9. National Academies of Sciences, Engineering, and Medicine. (2016). Barriers and opportunities for 2-year and 4-year STEM degrees: Systemic change to support students' diverse pathways. Washington, DC: The National Academies Press.

    • Provides policy recommendations for supporting diverse students in STEM, including mentorship and experiential opportunities.

5. Practical Takeaways

  1. Mentor Training and Recruitment: Encourage programs that recruit and train BIPOC undergraduates or graduate students to serve as mentors for high school or early college students.
  2. Hands-On Exposure: Visits to planetariums, science labs, and community STEM events can significantly boost interest—particularly if paired with near-peer or professional role models sharing their backgrounds and career paths.
  3. Storytelling and “Science as Culture”: Showcasing diverse scientists’ personal stories helps reframe STEM as inclusive and relevant to students’ own cultural experiences.
  4. Institutional Support: Institutions that create structured “champion” roles (via clubs, academic support programs, or funded mentorship projects) can provide sustained guidance rather than one-off interactions.

In Summary

Yes, the research consistently shows that students benefit from seeing role models who share their backgrounds, that near-peer/older BIPOC mentorship is especially effective in increasing interest and persistence in STEM, and that engaging students with hands-on or immersive experiences (such as planetariums) positively shapes their science identities. All of these factors collectively help demystify STEM pathways and raise students’ confidence in pursuing STEM careers, thereby having a direct impact on persistence and success in those fields.

I hope this overview helps clarify what the research says about the role of academic champions, representation, and experiential learning (like planetariums) in promoting STEM interest and identity for BIPOC students! If you are looking to dive more deeply, the referenced articles and books would be a great place to start.

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