From Makers to Mentors: Building STEM Learner and Teacher Identities
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| Title: | From Makers to Mentors: Building STEM Learner and Teacher Identities |
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| Language: | English |
| Authors: | Isabella Lorena Contreras, Boa Sarabia, Claire Gillaspie, Jess Jensen, Jasmine Nation |
| Source: | Afterschool Matters. 2026 (40):12-24. |
| Availability: | National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Early Childhood Education Elementary Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 |
| Descriptors: | Self Concept, Professional Identity, STEM Education, Shared Resources and Services, After School Programs, Program Implementation, Undergraduate Students, Facilitators (Individuals), Grade 3, Grade 4, Grade 5, Grade 6, College School Cooperation, Service Learning, Universities, Elementary School Students, Mentors, Public Schools, Student Attitudes, Teacher Researchers, Student Diversity |
| Geographic Terms: | California |
| Abstract: | In this article, the authors consider the programmatic elements that influenced STEM identity development for undergraduate facilitators and provide recommendations for supporting facilitators in out-of-school-time (OST) STEM learning environments. The authors introduce their afterschool making program at two public elementary schools in California. They expand on their experiences as undergraduate facilitators leading and researching maker activities that were developed to encourage positive STEM identity development for diverse groups of third through sixth graders. To focus on supporting undergraduate facilitators' STEM identity development, the study asked the following research questions: (1) What factors support facilitators in developing confidence and competency in teaching STEM? and (2) What recommendations do undergraduate facilitators have for those who want to implement afterschool makerspace activities? The research team consisted of two faculty advisors and three undergraduate researchers who acted as teacher-researchers. A focal group of five students who participated in the program for multiple quarters were purposefully selected for interviews because of their extended participation. Facilitators with more than one year of program experience were invited to be interviewed. Interviews included questions about participants' roles, teaching philosophy and STEM identity, focusing on their feelings of competence, learning, and teaching STEM content. Findings indicate that a shift in the facilitators' STEM identity stemmed from three factors: (1) a new perspective on STEM as everyday problem solving; (2) a focus on productive failure in maker activities and teaching; and (3) recognition by others as a STEM person. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | EJ1495834 |
| Database: | ERIC |
| Abstract: | In this article, the authors consider the programmatic elements that influenced STEM identity development for undergraduate facilitators and provide recommendations for supporting facilitators in out-of-school-time (OST) STEM learning environments. The authors introduce their afterschool making program at two public elementary schools in California. They expand on their experiences as undergraduate facilitators leading and researching maker activities that were developed to encourage positive STEM identity development for diverse groups of third through sixth graders. To focus on supporting undergraduate facilitators' STEM identity development, the study asked the following research questions: (1) What factors support facilitators in developing confidence and competency in teaching STEM? and (2) What recommendations do undergraduate facilitators have for those who want to implement afterschool makerspace activities? The research team consisted of two faculty advisors and three undergraduate researchers who acted as teacher-researchers. A focal group of five students who participated in the program for multiple quarters were purposefully selected for interviews because of their extended participation. Facilitators with more than one year of program experience were invited to be interviewed. Interviews included questions about participants' roles, teaching philosophy and STEM identity, focusing on their feelings of competence, learning, and teaching STEM content. Findings indicate that a shift in the facilitators' STEM identity stemmed from three factors: (1) a new perspective on STEM as everyday problem solving; (2) a focus on productive failure in maker activities and teaching; and (3) recognition by others as a STEM person. |
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