Desiring a career in STEM‐related fields: How middle school girls articulate and negotiate identities‐in‐practice in science
Summary (4 min read)
1. Introduction
- Humans cannot navigate successfully in the environment without the basic capacity to remember the location of objects.
- Introduction of novel objects or indeed a rearrangement of the spatial orientation of the objects already present in an array produces a renewal of exploration in animals (Commins et al., 2003).
- This last point highlights a dissociation in hippocampal and parahippocampal structures for spatial and non-spatial processing.
- ERP data were analysed and dipole source localisation carried out using Brain Electrical Source Analysis (BESA ) software.
2.1.1. Participants
- The participants in Experiment 1 consisted of an ad hoc sample of 20 undergraduate volunteers.
- Of these participants, 3 were removed for excessive EEG/EOG artifacts or head movements in their data or for misinterpreting the method of responding.
- Of the remaining 17 participants, 7 were females and 14 were right-handed (2 males and 1 female were left-handed).
- All participants had normal or corrected-to-normal vision and gave informed, written consent before participation.
2.1.3. Procedure
- After the electrophysiological preparation (see next section for details), participants were seated 50 cm from the LCD computer screen on their own in a darkened, electrically shielded and sound-attenuated testing cubicle (150 cm 180 cm) with access to a mouse for responses.
- Instructions were presented on screen prior to these blocks.
- If a ‘new’ object (i.e. not shown in the study phase) was presented, then the right mouse button should be pressed with their middle finger.
- Blinks were averaged off-line and a blink reduction algorithm was applied to the data.
2.1.4. Data analysis
- Response accuracy was calculated automatically by E-Prime and manually collated into accuracy totals for each response (correct, ngle trial in the experiment. incorrect) and condition (Target Object, Target Object-Incorrect Location, Distractor condition).
- The Good Recognition Group had 4 males and 4 females and the Poor Recognition Group consisted of 5 males and 3 females, leaving one male participant, i.e. the median, excluded from both groups.
- Waveform component structure was assumed in an a priori manner with no prior knowledge of the pattern of effects.
- ERP differences were assessed for landmark presentations and stimulus presentations across the Study and Test blocks.
- Bonferroni post hoc tests were carried out as well as t-tests to ascertain specific differences.
2.2.1. Behavioural data
- As the authors found no significant difference between environment type (carpet and grass), the mean participant accuracy for both experimental environments were combined to give overall mean accuracy scores for each of the three stimulus conditions (target object, target object-incorrect location and distractor object condition).
- An alternative analysis of the reaction time data was performed after a median split based on variance in reaction times for correctly and incorrectly located target objects (see Methods).
- Testing whether the performance difference between the groups was significant, paired-samples t-tests revealed no significant difference in reaction times across stimulus-types for the Good group whereas differences were found for the Poor group for Correctly vs.
- The between-subjects variable ‘group’ also yielded a significant effect in the post hoc Bonferroni test (p < 0.05).
2.2.2. Event-related potentials
- Three waveform peaks were observed for Study stimuli, a P1, N2 and P3.
- The ERP waveforms for both the Study and Test stimuli across parietal sites resembled those recorded at CPz (displayed in Fig. 3a inset) where an extra late positivity was seen for the Test stimuli.
- An ANOVA testing differences in mean peaks over 150–200 ms was conducted and although a polarity difference can be seen in the average mean peaks relating to these stimuli, the ANOVA did not reach significance [F(2, 32) = 2.109, p > 0.05].
- The isopot map shows the area of additional positivity in high threshold time-series CSD (Current Source Density) maps.
2.2.3. Good Recognition Group vs. Poor Recognition Group
- Using the median split of the data based on reaction times (see above), waveforms elicited by each of the stimulus-types were calculated for both the Good Recognition Group and the Poor Recognition Group.
- The latency difference in the rise of the P300 existed in both groups.
- Amplitude differences in the P300 were observed between the groups and tested for each of the stimulus-types.
- Mean amplitudes for Correct location targets did not vary significantly between the groups.
2.2.4. Dipole source analysis
- Models were generated from the Global Field elicited for the Study stimuli and each of the three stimulus-types from the test block.
- The source waveforms shown illustrate each dipoles contribution to the models.
- No activity was seen when this solution was used for the other test stimuli.
- Source models were produced in a step-wise fashion by fitting sources with some constraints.
- Attempts to construct a model without fixed sources led to dipole migration from the head model, resulting in implausible solutions.
3.1.1. Participants
- Twenty-three participants were chosen in an ad hoc manor, all aged between 20 and 21 years (14 females).
- All participants had normal or corrected-to-normal vision and gave informed, written consent before participation.
- The experiment was conducted in accordance with the Code of Ethics of the World Medical Association and the ethical standards of the APA as well as abiding by the NUI Maynooth University Ethics Code.
3.1.3. Procedure
- The Study Block in the procedure remained unchanged (see above).
- The Test Block in the procedure differed by the inclusion of two new viewpoints.
- The test block consisted of a 12 trial practice from the studied viewpoint followed by 96 trials where participants performed the task as described above from the studied viewpoint as well as 908 left of the environment and 908 right of the environment.
- Each of the 8 study objects appeared twice in each viewpoint (once in their correct location and once in their incorrect location) and the 8 distractor objects appeared twice in each viewpoint (8 study objects 2 locations 3 viewpoints) = 48 trials + (8 distractors 3 viewpoints 2) = 96 trials.
- Response procedures did not change between experiments.
3.1.4. Behavioural data analysis
- Response accuracy was calculated automatically by E-Prime and manually collated into accuracy totals for each response (correct, incorrect) and condition (Target Object, Target Object-Incorrect Location, Distractor condition).
- All latencies were also calculated automatically by E-Prime and grouped as described above.
3.2.1. Behavioural data
- Individual mean accuracy scores for each of the three stimulus conditions (target object, target object-incorrect location and distractor object condition) for each of the viewpoints (study, left, right) were collated for comparison.
- Overall, accuracy was high across the three conditions regardless of the viewpoint from which participants were tested.
- When paired-samples comparisons were made between stimulus-types regardless of viewpoint, accuracy was found to be significantly diminished for the Incorrect location condition compared to Correct location [t(68) = 3.187, p < 0.05] and Distractor stimuli [t(68) = 2.918, p < 0.05] – Bonferroni corrected (see Fig. 7a, bottom panel).
- Bonferroni corrected t-tests comparing reaction times in trials from the Study view found significant differences between Correct location targets and Incorrect location targets [t(22) = 4.356, p < 0.01] and Correct location targets and Distractors [t(22) = 3.398, p < 0.05].
4. Discussion
- Behaviourally, it was expected that response accuracy would be greater and response latency would be faster upon presentation of studied or target objects in their correct location than target objects in an incorrect location.
- Reaction times differed significantly as predicted with correct targets being identified the fastest.
- The viewpoint changes in experiment two lead to some decreases in overall performance but the pattern of performance across stimulus-types was similar in the old and new viewpoints.
- Indeed after the median split, in an alternative analysis, reaction times were shown to differ significantly for the object recognition task but these differences were nullified when the object was presented in its original location.
- This variance was also seen in the ERP findings where amplitude differences observed between the groups were not present when objects appeared in their correct locations.
4.1. Encoding
- The processing of the Study stimuli elicited a P300 identified over parietal scalp electrodes.
- The P300 component is thought to be composed of several parts that reflect an information processing cascade when attentional and memory mechanisms are engaged (Polich, 2007).
- The attention-driven stimulus signal is then transmitted to temporal and parietal structures related to P3b.
- Dipole source analysis revealed a distributed network involving frontal, parietal, temporal, and medial temporal sources.
- With an RV of <3%, the model generated to account for the scalp pattern recorded for Study stimuli includes regions that may be involved in processing verbal attributes of the objects as well as spatial aspects of the environment (medial temporal and parietal).
4.2. Retrieval
- Differences between the ERP waveforms elicited by Study and Test stimuli could be seen in the extended duration of P300 positivity for Test stimuli most likely indicating additional stimulus evaluation processing and response selection.
- As mentioned above, processing of test stimuli recruited very similar brain areas leaving the latency difference to be explained.
- The MTL dipoles contradict previous research which has shown a differentiation in terms of brain areas involved in explicit and implicit memory, with activations of the medial temporal lobes for explicit and the basal ganglia for implicit (Honda et al., 1998; Poldrack et al., 2001).
- The amplitude differences recorded between males and females indicate a sex difference, possibly related to differential strategy implementation, which shows additional left hemispheric cortical activation for females over males.
- Differences observed in object recognition proficiency were absent if objects were presented in their correct location.
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Frequently Asked Questions (10)
Q1. What are the contributions in this paper?
In this study, the authors examine the narrated and embodied identities-in-practice of non-White, middle school girls who articulate future career goals in STEM related fields. For these girls who desire a STEM-related career, the authors examine how their narrated and embodied identities-in-practice interact and inform one another ( or not ). Drawing on interview and ethnographic data in both school and after-school science contexts, the authors examine how STEM-career minded middle school girls articulate and negotiate a path for themselves through their narratives and actions. The authors present four modes of interactions, each with a representative case study highlighting the kinds of interaction between girls ’ narrated and embodied identities-in-practice: 1 ) Partial overlaps, 2 ) Significant overlaps, 3 ) Contrasting, and 4 ) Transformative. The implications of these interactions with regards to both hurdles and support structures that need to equip and empower girls in pursuit of their STEM trajectories are discussed.
Q2. What did Kay do to keep in touch with the instructors?
Kay turned to email (using a computer at her school) and text messages (on friends’ phones) to keep in touch with Green club instructors.
Q3. What is the main argument that girls choose not to go into science?
It has been argued that girls choose not to go into science because it is too masculine, clinical, impersonal or individualistic – characteristics that are in sharp contrast to the soft, feminine qualities that girls purportedly value and embody.
Q4. What were the primary sources of data used for the analysis of narrated identities in practices?
For the analysis of narrated identities in practices, girls’ stories in the interview transcripts and yearly digital stories were used as the primary data sources.
Q5. What did she do to get the school to switch to fluorescent bulbs?
She was instrumental, for example, in persuadingtwo peers to conduct a light bulb audit of her school to determine if switching from incandescent to compact fluorescent bulbs would save the school enough money to keep their after school programs running.
Q6. What is the role of institutional narratives in reifying girls’ designated identities in practice?
The role of institutional narratives on girls’ designated identities as future STEM-related professionalsDESIRING A CAREER IN STEM-RELATED FIELDS26Just as girls narrated identities-in-practice of a “smart girl”, “community science expert”and “future doctor” enable them “to cope with new situations in terms of past experiences and helps [them] plan for the future” (Sfard & Prusak, 2005, p. 16), institutional narratives in the forms of grades, certificates or a teacher’s labeling of a student wield much power in reifying or supplanting girls’ embodied identities-in-practice.
Q7. What did Eunice do to become more comfortable with the new practices of the club?
While Mrs. D tried to create a more student-friendly and informal atmosphere during the club by waiving regular classroom norms such as hand raising and waiting to be called on, Eunice persisted in these school practices rather than quickly adapting to the new practices of the club, which again made Eunice’s ways of participating feel odd to the other members.
Q8. What was Kay’s motivation for being chosen to hold the plaque?
She was especially proud to be the one of two youth chosen to hold the plaque that the mayor’s office awarded the Green Club for their contribution towards greening River City.
Q9. What would have been better for Meg if she had been more observant of her?
For a girl who desires to be a veterinarian, Meg would have been better served if she learned how to engage in authentic science practices in middle school instead of merely questing after the right answers.
Q10. What was the positive feedback loop in Janis’s school science?
This positive feedback loop was also evident in her narrated identities-in-practice, when she started seriously considering a future career as a Green energy engineer.