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Using participant interview data and science museum artifacts, the analysis explores what it means to be recognized as “a STEM person,” to participate in STEM-linked activities, and to pursue STEM interests within internship contexts. The study draws on social practice theory and concepts such as figured worlds and identity construction in local practice.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/understanding-stem-identity-in-science-museum-internship-programs/590928/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/understanding-stem-identity-in-science-museum-internship-programs/590928.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What does “being recognized as a STEM person” involve in the paper’s analysis?","Question",{"text":112,"@type":113},"It involves how participants are recognized, how they participate in STEM-related activities, and how they pursue STEM interests through the internship program.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},590928,1792891303,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":131,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":67,"update_tm":135,"read_time":136,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Teacher, Researcher, Designer  \nScience Museum Internships Expand What Counts as STEM  \nCarrie D. Allen  \nThe well-documented underrepresentation of women and people of color in science fields (Ong et al., 2011) remains persistent in the United States (National Science Foundation, 2018) . A growing body of research suggests that a contributing factor is the ways in which K–12 learning environments recapitulate constrained notions of what it means to participate in and be “good at” science, technology, engineering, and mathematics (STEM) .  \nYoung people’s experiences with STEM disciplines in school often involve arriving at established answers in uniform ways (Calabrese Barton et al. , 2012; Carlone et al., 2014) . Therefore, students who can get the answer quickly and work independently are more likely to be seen as “scientific” by their peers and teachers (Carlone et al., 2011). Ability in mathematics  \nis often treated as a stagnant trait (you have it or you don’t); emphasis on learning through trying and doing is often absent (Dweck, 2013) . Further, in schools, STEM disciplines are often treated separately, with little connection made across domains (Honey et al. , 2014), which are not seen as integrated ideas and resources for sense-making.  \nSuch classroom practices offer limited avenues for young people to express themselves or be recognized as STEM-oriented people (Allen & Eisenhart, 2017; Carlone et al. , 2014; Eisenhart & Allen, 2016; Nasir & Vakil, 2017) . They can isolate youth from the rich applications of STEM practices and culture. Additionally, they tend to further marginalize youth already underrepresented in STEM fields (Carlone et  \nCARRIE D. ALLEN, PhD, is an assistant professor of learning sciences in the College of Education at the University of North Texas. Her research aims to address institutional and systemic inequalities in STEM education. As part of this work, she has examined the interplay among institutional structures, STEM learning opportunities, and youth identity work in K–12 school and out-of-school contexts.  \nal. , 2014; Nasir, 2012) by favoring dominant students (typically White and male) while repeating limited notions of STEM (Carlone et al. , 2011) .  \nBy contrast, learning environments that enable young people to participate in and engage with diverse STEM practices hold promise for reimagining what counts as STEM and, ultimately, for broadening participation (Eisenhart & Allen, 2020) . Out-ofschool time (OST) STEM learning experiences have great potential for supporting robust notions of STEM practices and providing opportunities for youth to engage in STEM-linked identity work (Adams & Gupta, 2013; Adams et al. , 2014; Bell et al. , 2009) . For example, OST STEM experiences can bolster young people’s science-linked identities across OST and formal classroom learning environments (Adams & Gupta, 2013; Calabrese Barton et al. , 2013) . They can open up possibilities for young people to participate in STEM and be recognized as “a STEM person” by their peers and teachers.  \nFurther, research suggests that OST STEM programs ignite participants’ interests and support  \ninterests and goals related to science and STEM (Adamset al., 2014). Such recognition by their peers can foster a collective identity (Riedinger & Taylor, 2016) that supports them in navigating difficult challenges as they pursue STEM-related college degrees (Adams et al. , 2014) . OST STEM learning experiences thus have potential to support participants’ interest in and pursuit of STEM. Still, the field needs to identify which aspects of program design lead to these desired outcomes. This research can inform approaches to STEM learning in K–12 schools and support understanding of the kinds of learning opportunities that foster youth identity work in STEM across settings (Penuel et al. , 2016) .  \nThis paper draws on participant interview data and science museum artifacts to understand the relationship between the design of","cbCaitXIXUJzs6Hg","https://ap.wps.com/l/cbCaitXIXUJzs6Hg","pdf",138633,"English","# Science museum internship programs\n## Relationship between STEM identity work and program design\n## Research approach and analytical focus\n## Identity construction in local practice","[{\"question\":\"What does “being recognized as a STEM person” involve in the paper’s analysis?\",\"answer\":\"It involves how participants are recognized, how they participate in STEM-related activities, and how they pursue STEM interests through the internship program.\"}]","Understanding STEM Identity in Science Museum Internship Programs | PDF",1792070744,18]