Formando identidades STEM: el rol de las trayectorias personales y universitarias en estudiantes talentosas

Abstract

The purpose of this qualitative study was to analyze how personal and university experiences influenced and enabled the construction of a female STEM identity (areas of Science, Technology, Engineering and Mathematics, acronym in English) in highly masculinized fields. The personal and university trajectories of 10 talented STEM career students were examined. The semi-structured interview technique was used and a content analysis of the interviews was carried out, with the purpose of identifying dimensions.

The research revealed that the subdimensions: personal interest in STEM areas, family support in the development of abilities, school support in the development of STEM abilities, relational experience with other women and men (peers) and teachers, recognition from peers, teachers and family, significant milestones and obstacles, self-recognition and individual motivations were fundamental in the construction of STEM identity, as well as in the development of the personal identity of the interviewees.