Dissertations and Theses @ UNI

Availability

Open Access Thesis

Abstract

STEM identity plays a crucial role in students' pursuit and persistence into the STEM field. Iowa State University's Biological and Biomanufacturing Systems Technology (BBST) undergraduate program, developed in alignment with the goals of Chemurgy 2.0, prepares students for careers in the growing STEM workforce. The purpose of this study is to examine how participation in the Biological and Biomanufacturing Systems Technology program influences undergraduate students' STEM identity and how students within the program perceive themselves within the scope of STEM. Specifically, the study investigates students' perceptions of their STEM identity across the four components of STEM identity: recognition, performance and competence, interest, and belonging. Data was collected from students enrolled in the program through a mixed question survey and was collected from five participants from the BBST program of various backgrounds. The data was analyzed in three separate sections: general background information, the four components of STEM identity, and short answer questions about the BBST program. The results of this study indicated that students within the BBST program have well developed STEM identities, and have been positively impacted by the program itself. The findings of this study hope to influence the approach to STEM identity development, and find ways to increase recruitment and retainment of STEM professionals. This study aims to provide insight to STEM identity development specifically within the BBST program, but also the Chemurgy 2.0 initiative as a whole. The results of this study also aim to find ways to impact STEM identity through science education practices.

Year of Submission

2026

Degree Name

Master of Arts

Department

Science Education Program

First Advisor

Lawrence Escalada

Date Original

2026

Object Description

1 PDF file (viii, 70 pages)

Language

en

File Format

application/pdf

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