Examining Gender Differences in Identity Development Within an Online, Global, Collaborative, Informal STEM-learning Community
Abstract
This study examines how a learning environment that incorporates aspects of intergroup contact might impact identity development and expression. Adolescent students collaborate on creating STEM-related media projects in this global, virtual environment during weekly video conference calls, which were coded for social and self-identity constructs and analyzed using epistemic network analysis (ENA) to compare differences by gender. Literature anticipated that female students would reflect social identity constructs and male students reflect self-identity constructs, but the opposite was found indicating intergroup contact might defy expected outcomes and complement student identity development among adolescents.
DOI: https://dx.doi.org/10.22318/icls2022.2206