Examining the Effects of STEM Identity and Teaching Identity on Science and Mathematics Teaching Identity and Persistence in a Teaching Program

AbstractIn response to the demand for more STEM-certified teachers, identity has emerged as a theoretical lens for examining how candidates can be recruited into and retained in the teaching profession. This study explores the intersection between teaching identity and disciplinary identity as they relate to the development of a disciplinary teaching identity. Survey responses were collected from students in a teaching recruitment class for STEM majors, and regression models were developed to predict disciplinary teaching identity and program persistence. Findings from both models indicated that teaching identity is a strong predictor of both disciplinary teaching identity and program persistence, but disciplinary identity plays less of a role. These findings align with previous qualitative research on teacher identity development. Additionally, these findings highlight a need to engage STEM faculty in efforts to recruit students who strongly identify with STEM into the teaching profession. Additional informationNotes on contributorsIngelise GilesIngelise Giles (gilesi@fiu.edu) and Nicole Cook (nicook@fiu.edu) are professors in the STEM Transformation Institute, Zahra Hazari (zhazari@fiu.edu) and Maria Fernandez (mfernan@fiu.edu) are professors in the Department of Teaching and Learning and the STEM Transformation Institute, and Laird Kramer (kramerl@fiu.edu) is a professor in the Department of Physics and in the STEM Transformation Institute, all at Florida International University in Miami, Florida.Nicole CookIngelise Giles (gilesi@fiu.edu) and Nicole Cook (nicook@fiu.edu) are professors in the STEM Transformation Institute, Zahra Hazari (zhazari@fiu.edu) and Maria Fernandez (mfernan@fiu.edu) are professors in the Department of Teaching and Learning and the STEM Transformation Institute, and Laird Kramer (kramerl@fiu.edu) is a professor in the Department of Physics and in the STEM Transformation Institute, all at Florida International University in Miami, Florida.Zahra HazariIngelise Giles (gilesi@fiu.edu) and Nicole Cook (nicook@fiu.edu) are professors in the STEM Transformation Institute, Zahra Hazari (zhazari@fiu.edu) and Maria Fernandez (mfernan@fiu.edu) are professors in the Department of Teaching and Learning and the STEM Transformation Institute, and Laird Kramer (kramerl@fiu.edu) is a professor in the Department of Physics and in the STEM Transformation Institute, all at Florida International University in Miami, Florida.Maria FernandezIngelise Giles (gilesi@fiu.edu) and Nicole Cook (nicook@fiu.edu) are professors in the STEM Transformation Institute, Zahra Hazari (zhazari@fiu.edu) and Maria Fernandez (mfernan@fiu.edu) are professors in the Department of Teaching and Learning and the STEM Transformation Institute, and Laird Kramer (kramerl@fiu.edu) is a professor in the Department of Physics and in the STEM Transformation Institute, all at Florida International University in Miami, Florida.Laird KramerIngelise Giles (gilesi@fiu.edu) and Nicole Cook (nicook@fiu.edu) are professors in the STEM Transformation Institute, Zahra Hazari (zhazari@fiu.edu) and Maria Fernandez (mfernan@fiu.edu) are professors in the Department of Teaching and Learning and the STEM Transformation Institute, and Laird Kramer (kramerl@fiu.edu) is a professor in the Department of Physics and in the STEM Transformation Institute, all at Florida International University in Miami, Florida.