Broadening the Participation in Materials Research by Creating Science Identity using Near Peer Mentoring

Science/STEM identity” is the sense of who students are, what they believe they are capable of, and what they want to accomplish with respect to science by interacting with others in the field. This requires intervention to help the “socializers” (i.e., STEM faculty and UGs) better understand the value and purpose of science literacy themselves so as to encourage students to appreciate science, be aware of possible career options in science, and enjoy learning and doing science. The project involves building “<i>science identity</i>” via the active involvement of Towson University’s (TU) undergraduate student researchers (UG) in 1) engagement in research with the high school (HS) recruits through the apprenticeship model, 2) outreach activities in local high schools. This results in science identity among undergraduate and high school students as they assist in workshops and internships (where they carry out authentic research) involving synthesis and characterization of nanoparticles. Through surveys collected, we show that we have built science identity and broadened the participation in student participants and in the near-peer mentors. The retention of students in STEM using this method will be discussed.