The Bright Future of Online Programming for Girls’ STEM Identity Development

Abstract

Informal STEM education programs (ISEs) can be a successful vehicle for addressing the underrepresentation of girls in STEM by expanding their views of what constitutes science and debunking stereotypes related to who succeeds in STEM careers. Research has demonstrated how in-person ISEs provide opportunities for girls to engage in hands-on, authentic science experiences, interact with diverse women role models, and understand the real-world application of STEM to improve their STEM identity development (i.e., STEM competence, performance, self and external recognition, and sense of belonging within STEM). But few studies have focused on STEM identity development in online spaces. Our study addresses this gap through a mixed methods study that investigates how an online program (Brite), held in 2023, influenced the STEM identities of the participating girls. Our results highlight the aspects of the online program that improved the STEM identity for participants as well as lessons learned for future programs. The influential programmatic pieces were role model interactions and the supportive Brite community that included program educators, the other girls, and the Brite facilitators, which helped girls feel inspired and motivated to continue along their STEM identity trajectories.