An Exploration of Family Engagement in STEM Identity Work

While learning sciences research has identified various processes involved in science, technology, engineering, and math (STEM) identity work, important gaps in the field remain.This conceptual paper reviews previous work on STEM identity and family engagement in STEM, arguing that the role of families within STEM identity work has not been deeply explored.Families may be uniquely positioned to provide support for STEM identity through facilitating connections across STEM experiences and navigating multiple identities.Future work should explore STEM identity work within family interactions using qualitative methods and within informal STEM learning programs.Through recognizing the funds of knowledge and identity that families contribute to STEM identity work, research can demonstrate more expansive forms of STEM identity.